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Single Idea 17972

[filed under theme 18. Thought / D. Concepts / 4. Structure of Concepts / c. Classical concepts ]

Full Idea

A problem with the revised classical view is that the concept core does not seem to be an important part of the concept, despite its name and theoretical intention as representing the 'real' concept.

Gist of Idea

The classical core is meant to be the real concept, but actually seems unimportant

Source

Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2)

Book Ref

Murphy,Gregory L.: 'The Big Book of Concepts' [MIT 2004], p.28

A Reaction

Apparently most researchers feel they can explain their results without reference to any core. Not so fast, I would say (being an essentialist). Maybe people acknowledge an implicit core without knowing what it is. See Susan Gelman.

The 24 ideas from Gregory L. 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]
17969 The classical definitional approach cannot distinguish typical and atypical category members [Murphy]
17973 The theoretical and practical definitions for the classical view are very hard to find [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]
17978 We do not learn concepts in isolation, but as an integrated part of broader knowledge [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]
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]
18690 Induction is said to just compare properties of categories, but the type of property also matters [Murphy]
17980 The main theories of concepts are exemplar, prototype and knowledge [Murphy]
17979 Research shows perceptual discrimination is sharper at category boundaries [Murphy]
17987 The concept of birds from exemplars must also be used in inductions about birds [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]
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]