37 ideas
| 16405 | To understand a name (unlike a description) picking the thing out is sufficient? [Stalnaker] |
| Full Idea: If we ask 'what must you know to understand a name?', the naïve answer is that one must know who or what it names - nothing more. (But no one would give this answer about what is needed to understand a definite description). | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 4) | |
| A reaction: Presumably this is naive because names can be full of meaning ('the Empress'), or description and reference together ('there's the man who robbed me') and so on. It's a nice starting point though. A number can serve as a name. |
| 16407 | Possible worlds allow separating all the properties, without hitting a bare particular [Stalnaker] |
| Full Idea: The possible worlds framework suggests a way to express the idea that a particular is conceptually separable from its properties without relying on the rejected picture of a bare particular. | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 5) | |
| A reaction: As I read him, Stalnaker's proposal just comes down to replacing each property in turn with a different one. 'Strip away' red by making it green. It being green in w1 doesn't throw extra light. Can it be a bare particular in w37? |
| 16397 | If it might be true, it might be true in particular ways, and possible worlds describe such ways [Stalnaker] |
| Full Idea: A clarifying assumption is that if something might be true, then it might be true in some particular way. …Possible worlds begin from this, and the assumption that what might be true can be described as how a possibility might be realised. | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 2) | |
| A reaction: This is a leading practitioner giving his best shot at explaining the rationale of the possible worlds approach, addressed to many sceptics. Most sceptics, I think, don't understand the qualifications the practitioners apply to their game. |
| 16399 | Possible worlds are ontologically neutral, but a commitment to possibilities remains [Stalnaker] |
| Full Idea: I argue for the metaphysical neutrality of the possible worlds framework, but I do not suggest that its use is free of ontological commitment to possibilities (ways things might be, counterfactual situations, possible states of worlds). | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 2) | |
| A reaction: Glad to hear this, as I have always been puzzled at possible aspirations to eliminate modality (such as possibility) by introducing 'possible' worlds. Commitment to possibilities I take to be basic and unavoidable. |
| 16398 | Possible worlds allow discussion of modality without controversial modal auxiliaries [Stalnaker] |
| Full Idea: The main benefit of the possible worlds move is to permit one to paraphrase modal claims in an extensional language that has quantifiers, but no modal auxiliaries, so the semantic stucture of modal discourse can be discussed without the controversies. | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 2) | |
| A reaction: The strategy introduces the controversy of possible worlds instead, but since they just boil down to collections of objects with properties, classical logic can reign. Possible worlds are one strategy alongside many others. |
| 16396 | Kripke's possible worlds are methodological, not metaphysical [Stalnaker] |
| Full Idea: The possible worlds framework that Kripke introduces should be understood not as a metaphysical theory, but as a methodological framework. | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], Intro) | |
| A reaction: That's certainly how I see possible worlds. I lose no sleep over whether they exist. I just take a set of possible worlds to be like cells in a spreadsheet, or records in a database. |
| 16408 | Rigid designation seems to presuppose that differing worlds contain the same individuals [Stalnaker] |
| Full Idea: A rigid designator is a designator that denotes the same individual in all possible worlds; doesn't this presuppose that the same individuals can be found in differing possible worlds? | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 5) | |
| A reaction: This is part of Stalnaker's claim that Kripke already has a metaphysics in place when he starts on his semantics and his theory of reference. Kripke needs a global domain, not a variable domain. Possibilities suggest variable domains to me. |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| Full Idea: Goldstone's research has shown how learning concepts can change perceptual units. For example, perceptual discrimination is heightened along category boundaries. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: [Goldstone 1994, 2000] This is just the sort of research which throws a spanner into the simplistic a priori thinking of many philosophers. |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| Full Idea: Most theories of induction claim that it should depend primarily on the similarity of the categories involved, but then the type of property should not matter, yet research shows that it does. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: I take this to be good empirical support for Gilbert Harman's view that induction is really inference to the best explanation. The thought (which strikes me as obviously correct) is that we bring nested domains of knowledge to bear in induction. |
| 17980 | The main theories of concepts are exemplar, prototype and knowledge [Murphy] |
| Full Idea: The three main theories of concepts under consideration are the exemplar, the prototype and the knowledge approaches. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) |
| 17973 | The theoretical and practical definitions for the classical view are very hard to find [Murphy] |
| Full Idea: It has been extremely difficult to find definitions for most natural categories, and even harder to find definitions that are plausible psychological representations that people of all ages would be likely to use. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) |
| 17969 | The classical definitional approach cannot distinguish typical and atypical category members [Murphy] |
| Full Idea: The early psychological approaches to concepts took a definitional approach. ...but this view does not have any way of distinguishing typical and atypical category members (...as when a trout is a typical fish and an eel an atypical one). | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) | |
| A reaction: [pp. 12 and 22] Eleanor Rosch in the 1970s is said to have largely killed off the classical view. |
| 17970 | Classical concepts follow classical logic, but concepts in real life don't work that way [Murphy] |
| Full Idea: The classical view of concepts has been tied to traditional logic. 'Fido is a dog and a pet' is true if it has the necessary and sufficient conditions for both, ...but there is empirical evidence that people do not follow that rule. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) | |
| A reaction: Examples given are classifying chess as a sport and/or game, and classifying a tree house (which is agreed to be both a building and not a building!). |
| 17971 | Classical concepts are transitive hierarchies, but actual categories may be intransitive [Murphy] |
| Full Idea: The classical view of concepts explains hierarchical order, where categories form nested sets. But research shows that categories are often not transitive. Research shows that a seat is furniture, and a car seat is a seat, but it is not furniture. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) | |
| A reaction: [compressed] Murphy adds that the nesting of definitions is classically used to match the nesting of hierarchies. This is a nice example of the neatness of the analytic philosopher breaking down when it meets the mess of the world. |
| 17972 | The classical core is meant to be the real concept, but actually seems unimportant [Murphy] |
| 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. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) | |
| 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. |
| 17975 | There is no 'ideal' bird or dog, and prototypes give no information about variability [Murphy] |
| Full Idea: Is there really an 'ideal bird' that could represent all birds? ...Furthermore a single prototype would give no information about the variability of a category. ...Compare the incredible variety of dogs to the much smaller diversity of cats. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 3) | |
| A reaction: The point about variability is particularly noteworthy. You only grasp the concept of 'furniture' when you understand its range, as well as its typical examples. What structure is needed in a concept to achieve this? |
| 17976 | Prototypes are unified representations of the entire category (rather than of members) [Murphy] |
| Full Idea: In the prototype view the entire category is represented by a unified representation rather than separate representations for each member, or for different classes of members. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 3) | |
| A reaction: This is the improved prototype view, as opposed to the implausible idea that there is one ideal exemplar. The new theory still have the problem of how to represent diversity within the category, while somehow remaining 'unified'. |
| 18691 | The prototype theory uses observed features, but can't include their construction [Murphy] |
| Full Idea: Nothing in the prototype model says the shape of an animal is more important than its location in identifying its kind. The theory does not provide a way the features can be constructed, rather than just observed. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: This makes some kind of mental modelling central to thought, and not just a bonus once you have empirically acquired the concepts. We bring our full range of experience to bear on even the most instantaneous observations. |
| 17983 | The prototype theory handles hierarchical categories and combinations of concepts well [Murphy] |
| Full Idea: The prototype view has no trouble with either hierarchical structure or explaining categories. ...Meaning and conceptual combination provide strong evidence for prototypes. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: Prototypes are not vague, making clearer classification possible. A 'mountain lion' is clear, because its components are clear. |
| 17985 | Prototypes theory of concepts is best, as a full description with weighted typical features [Murphy] |
| Full Idea: Our theory of concepts must be primarily prototype-based. That is, it must be a description of an entire concept, with its typical features (presumably weighted by their importance). | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: This is to be distinguished from the discredited 'classical' view of concepts, that the concept consists of its definition. I take Aristotle's account of definition to be closer to a prototype description than to a dictionary definition. |
| 17986 | Learning concepts is forming prototypes with a knowledge structure [Murphy] |
| Full Idea: My proposal is that people attempt to form prototypes as part of a larger knowledge structure when they learn concepts. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: This combines theory theory (knowledge) with the prototype view, and sounds rather persuasive. The formation of prototypes fits with the explanatory account of essentialism I am defending. He later calls prototype formation 'abstraction' (494). |
| 17974 | The most popular theories of concepts are based on prototypes or exemplars [Murphy] |
| Full Idea: The most popular theories of concepts are based on prototype or exemplar theories that are strongly unclassical. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) |
| 17977 | The exemplar view of concepts says 'dogs' is the set of dogs I remember [Murphy] |
| Full Idea: In the exemplar view of concepts, the idea that people have a representation that somehow encompasses an entire concept is rejected. ...Instead a person's concept of dogs is the set of dogs that the person remembers. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 3) | |
| A reaction: [The theory was introduced by Medin and Schaffer 1978] I think I have finally met a plausible theory of concepts. When I think 'dog' I conjure up a fuzz of dogs that exhibit the range I have encountered (e.g. tiny to very big). Individuals come first! |
| 17982 | Exemplar theory struggles with hierarchical classification and with induction [Murphy] |
| Full Idea: The exemplar view has trouble with hierarchical classification and with induction in adults. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: To me these both strongly support essentialism - that you form the concept 'dog' from seeing some dogs, but you then extrapolate to large categories and general truths about dogs, on the assumption of the natures of the dogs you have seen. |
| 17981 | Children using knowing and essentialist categories doesn't fit the exemplar view [Murphy] |
| Full Idea: The findings showing that children use knowledge and may be essentialist about category membership do not comport well with the exemplar view. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: Tricky, because Gelman persuaded me of the essentialism, but the exemplar view of concepts looks the most promising. Clearly they must be forced to coexist.... |
| 17984 | Conceptual combination must be compositional, and can't be built up from exemplars [Murphy] |
| Full Idea: The exemplar accounts of conceptual combination are demonstrably wrong, because the meaning of a phrase has to be composed from the meaning of its parts (plus broader knowledge), and it cannot be composed as a function of exemplars. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: This sounds quite persuasive, and I begin to see that my favoured essentialism fits the prototype view of concepts best, though this mustn't be interpreted too crudely. We change our prototypes with experience. 'Bird' is a tricky case. |
| 17987 | The concept of birds from exemplars must also be used in inductions about birds [Murphy] |
| Full Idea: We don't have one concept of birds formed by learning from exemplars, and another concept of birds that is used in induction. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: In other words exemplar concepts break down when we generalise using the concept. The exemplars must be unified, to be usable in thought and language. |
| 17978 | We do not learn concepts in isolation, but as an integrated part of broader knowledge [Murphy] |
| Full Idea: The knowledge approach argues that concepts are part of our general knowledge about the world. We do not learn concepts in isolation, ...but as part of our overall understanding of the world. Animal concepts are integrated with biology, behaviour etc. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 3) | |
| A reaction: This is one of the leading theories of concepts among psychologists. It seems to be an aspect of the true theory, but it needs underpinning with some account of isolated individual concepts. This is also known as the 'theory theory'. |
| 18687 | Concepts with familiar contents are easier to learn [Murphy] |
| Full Idea: A concept's content influences how easy it is to learn. If the concept is grossly incompatible with what people know prior to the experiment, it will be difficult to acquire. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: This is a preliminary fact which leads towards the 'knowledge' theory of concepts (aka 'theory theory'). The point being that the knowledge involved is integral to the concept. Fits my preferred mental files approach. |
| 18688 | Some knowledge is involved in instant use of categories, other knowledge in explanations [Murphy] |
| Full Idea: Some kinds of knowledge are probably directly incorporated into the category representation and used in normal, fast decisions about objects. Other kinds of knowledge, however, may come into play only when it has been solicited. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: This is a summary of empirical research, but seems to fit our normal experience. If you see a hawk, you have some instant understanding, but if you ask what the hawk is doing here, you draw more widely. |
| 18689 | People categorise things consistent with their knowledge, even rejecting some good evidence [Murphy] |
| Full Idea: People tend to positively categorise items that are consistent with their knowledge and to exclude items that are inconsistent, sometimes even overruling purely empirical sources of information. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: The main rival to 'theory theory' is the purely empirical account of how concepts are acquired. This idea reports empirical research in favour of the theory theory (or 'knowledge') approach. |
| 16406 | If you don't know what you say you can't mean it; what people say usually fits what they mean [Stalnaker] |
| Full Idea: If you don't know what you are saying then you don't mean what you say, and also speakers generally mean what they say (in that what they say coincides with what they mean). | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 4) | |
| A reaction: Both these thoughts seem completely acceptable and correct, but rely on something called 'meaning' that is distinct from saying. I would express this in terms of propositions, which I take to be mental events. |
| 16404 | In the use of a name, many individuals are causally involved, but they aren't all the referent [Stalnaker] |
| Full Idea: The causal theory of reference is criticised for vagueness. Causal connections are ubiquitous, and there are obviously many individuals that are causally implicated in the speaker's use of a name, but they aren't all plausible candidates for the referent. | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 4) | |
| A reaction: This seems to be a very good objection. Among all the causal links back to some baptised object, we have to pick out the referential link, which needs a criterion. |
| 16403 | 'Descriptive' semantics gives a system for a language; 'foundational' semantics give underlying facts [Stalnaker] |
| Full Idea: 'Descriptive' semantics gives a semantics for the language without saying how practice explains why the semantics is right; …'foundational' semantics concerns the facts that give expressions their semantic values. | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], §1) | |
| A reaction: [compressed] Sounds parallel to the syntax/semantics distinction, or proof-theoretical and semantic validity. Or the sense/reference distinction! Or object language/metalanguage. Shall I go on? |
| 16401 | To understand an utterance, you must understand what the world would be like if it is true [Stalnaker] |
| Full Idea: To understand what is said in an utterance of 'The first dog born at sea was a basset hound', one needs to know what the world would have been like in order for what was said in that utterance to be true. | |
| From: Robert C. Stalnaker (Reference and Necessity [1997], 3) | |
| A reaction: Put like that, the idea is undeniable. Understanding involves truth conditions. Does mean involve the understanding of the meaning. What do you understand when you understand a sentence? Just facts about dogs? Or something in the sentence? |
| 13304 | Learned men gain more in one day than others do in a lifetime [Posidonius] |
| Full Idea: In a single day there lies open to men of learning more than there ever does to the unenlightened in the longest of lifetimes. | |
| From: Posidonius (fragments/reports [c.95 BCE]), quoted by Seneca the Younger - Letters from a Stoic 078 | |
| A reaction: These remarks endorsing the infinite superiority of the educated to the uneducated seem to have been popular in late antiquity. It tends to be the religions which discourage great learning, especially in their emphasis on a single book. |
| 20820 | Time is an interval of motion, or the measure of speed [Posidonius, by Stobaeus] |
| Full Idea: Posidonius defined time thus: it is an interval of motion, or the measure of speed and slowness. | |
| From: report of Posidonius (fragments/reports [c.95 BCE]) by John Stobaeus - Anthology 1.08.42 | |
| A reaction: Hm. Can we define motion or speed without alluding to time? Looks like we have to define them as a conjoined pair, which means we cannot fully understand either of them. |