38 ideas
| 22138 | Science rests on scholastic metaphysics, not on Hume, Kant or Carnap [Boulter] |
| 16668 | Modes of things exist in some way, without being full-blown substances [Gassendi] |
| 16730 | If matter is entirely atoms, anything else we notice in it can only be modes [Gassendi] |
| 22134 | Thoughts are general, but the world isn't, so how can we think accurately? [Boulter] |
| 22150 | Logical possibility needs the concepts of the proposition to be adequate [Boulter] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 22139 | Experiments don't just observe; they look to see what interventions change the natural order [Boulter] |
| 22136 | Science begins with sufficient reason, de-animation, and the importance of nature [Boulter] |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| 16619 | We observe qualities, and use 'induction' to refer to the substances lying under them [Gassendi] |
| 22135 | Our concepts can never fully capture reality, but simplification does not falsify [Boulter] |
| 3400 | Things must have parts to intermingle [Gassendi] |
| 17980 | The main theories of concepts are exemplar, prototype and knowledge [Murphy] |
| 17973 | The theoretical and practical definitions for the classical view are very hard to find [Murphy] |
| 17969 | The classical definitional approach cannot distinguish typical and atypical category members [Murphy] |
| 17970 | Classical concepts follow classical logic, but concepts in real life don't work that way [Murphy] |
| 17971 | Classical concepts are transitive hierarchies, but actual categories may be intransitive [Murphy] |
| 17972 | The classical core is meant to be the real concept, but actually seems unimportant [Murphy] |
| 17975 | There is no 'ideal' bird or dog, and prototypes give no information about variability [Murphy] |
| 17976 | Prototypes are unified representations of the entire category (rather than of members) [Murphy] |
| 18691 | The prototype theory uses observed features, but can't include their construction [Murphy] |
| 17983 | The prototype theory handles hierarchical categories and combinations of concepts well [Murphy] |
| 17985 | Prototypes theory of concepts is best, as a full description with weighted typical features [Murphy] |
| 17986 | Learning concepts is forming prototypes with a knowledge structure [Murphy] |
| 17974 | The most popular theories of concepts are based on prototypes or exemplars [Murphy] |
| 17977 | The exemplar view of concepts says 'dogs' is the set of dogs I remember [Murphy] |
| 17982 | Exemplar theory struggles with hierarchical classification and with induction [Murphy] |
| 17981 | Children using knowing and essentialist categories doesn't fit the exemplar view [Murphy] |
| 17984 | Conceptual combination must be compositional, and can't be built up from exemplars [Murphy] |
| 17987 | The concept of birds from exemplars must also be used in inductions about birds [Murphy] |
| 17978 | We do not learn concepts in isolation, but as an integrated part of broader knowledge [Murphy] |
| 18687 | Concepts with familiar contents are easier to learn [Murphy] |
| 18688 | Some knowledge is involved in instant use of categories, other knowledge in explanations [Murphy] |
| 18689 | People categorise things consistent with their knowledge, even rejecting some good evidence [Murphy] |
| 22152 | Aristotelians accept the analytic-synthetic distinction [Boulter] |
| 22156 | The facts about human health are the measure of the values in our lives [Boulter] |
| 16593 | Atoms are not points, but hard indivisible things, which no force in nature can divide [Gassendi] |
| 16729 | How do mere atoms produce qualities like colour, flavour and odour? [Gassendi] |