display all the ideas for this combination of texts
5 ideas
| 9896 | A prime number is one which is measured by a unit alone [Dummett] |
| Full Idea: A prime number is one which is measured by a unit alone. | |
| From: Michael Dummett (Frege philosophy of mathematics [1991], 7 Def 11) | |
| A reaction: We might say that the only way of 'reaching' or 'constructing' a prime is by incrementing by one till you reach it. That seems a pretty good definition. 64, for example, can be reached by a large number of different routes. |
| 18255 | Addition of quantities is prior to ordering, as shown in cyclic domains like angles [Dummett] |
| Full Idea: It is essential to a quantitative domain of any kind that there should be an operation of adding its elements; that this is more fundamental thaat that they should be linearly ordered by magnitude is apparent from cyclic domains like that of angles. | |
| From: Michael Dummett (Frege philosophy of mathematics [1991], 22 'Quantit') |
| 9895 | A number is a multitude composed of units [Dummett] |
| Full Idea: A number is a multitude composed of units. | |
| From: Michael Dummett (Frege philosophy of mathematics [1991], 7 Def 2) | |
| A reaction: This is outdated by the assumption that 0 and 1 are also numbers, but if we say one is really just the 'unit' which is preliminary to numbers, and 0 is as bogus a number as i is, we might stick with the original Greek distinction. |
| 4045 | Children may have three innate principles which enable them to learn to count [Goldman] |
| Full Idea: It has been proposed (on the basis of observations) that young children have three innate principles of counting - one-to-one correspondence of number to item, stable order for numbers, and cardinality (which labels the nth item counted). | |
| From: Alvin I. Goldman (Phil Applications of Cognitive Science [1993], p.60) | |
| A reaction: I like the idea of observed patterns as central (which is the one-to-one principle). But the other two principles are plausible, and show why pure empiricism won't work. |
| 9852 | We understand 'there are as many nuts as apples' as easily by pairing them as by counting them [Dummett] |
| Full Idea: A child understands 'there are just as many nuts as apples' as easily by pairing them off as by counting them. | |
| From: Michael Dummett (Frege philosophy of mathematics [1991], Ch.12) | |
| A reaction: I find it very intriguing that you could know that two sets have the same number, without knowing any numbers. Is it like knowing two foreigners spoke the same words, without understanding them? Or is 'equinumerous' conceptually prior to 'number'? |