41 ideas
| 12463 | Unlike correspondence, truthmaking can be one truth to many truthmakers, or vice versa [Jacobs] |
| Full Idea: I assume a form of truthmaking theory, ..which is a many-many relation, unlike, say correspondence, so that one entity can make multiple truths true and one truth can have multiple truthmakers. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §1) | |
| A reaction: This sounds like common sense, once you think about it. One tree makes many things true, and one statement about trees is made true by many trees. |
| 11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
| Full Idea: If a designated conclusion follows from the premisses, but the argument involves two howlers which cancel each other out, then the moral is that the path an argument takes from premisses to conclusion does matter to its logical evaluation. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], II) | |
| A reaction: The drift of this is that our view of logic should be a little closer to the reasoning of ordinary language, and we should rely a little less on purely formal accounts. |
| 11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
| Full Idea: If 'and' and 'but' really are alike in sense, in what might that likeness consist? Some philosophers of classical logic will reply that they share a sense by virtue of sharing a truth table. | |
| From: Ian Rumfitt ("Yes" and "No" [2000]) | |
| A reaction: This is the standard view which Rumfitt sets out to challenge. |
| 11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
| Full Idea: A connective will possess the sense that it has by virtue of its competent users' finding certain rules of inference involving it to be primitively obvious. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], III) | |
| A reaction: Rumfitt cites Peacocke as endorsing this view, which characterises the logical connectives by their rules of usage rather than by their pure semantic value. |
| 14375 | If structures result from intrinsic natures of properties, the 'relations' between them can drop out [Jacobs] |
| Full Idea: If a relation holds between two properties as a result of their intrinsic natures, then it appears the relation between the properties is not needed to do the structuring of reality; the properties themselves suffice to fix the structure. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §4.1) | |
| A reaction: [the first bit quotes Jubien 2007] He cites a group of scientific essentialists as spokesmen for this view. Sounds right to me. No on seems able to pin down what a relation is - which may be because there is no such entity. |
| 14378 | Science aims at identifying the structure and nature of the powers that exist [Jacobs] |
| Full Idea: Scientific practice seems aimed precisely at identifying the structure and nature of the powers that exist. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §4.3) | |
| A reaction: Good. Friends of powers should look at this nice paper by Jacobs. There is a good degree of support for this view from pronouncements of modern scientists. If scientists don't support it, they should. Otherwise they are trapped in the superficial. |
| 12467 | Powers come from concrete particulars, not from the laws of nature [Jacobs] |
| Full Idea: The source of powers is not the laws of nature; it is the powerful nature of the ordinary properties of concrete particulars. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §4.2) | |
| A reaction: This pithily summarises my own view. People who think the powers of the world derive from the laws either have an implicit religious framework, or they are giving no thought at all to the ontological status of the laws. |
| 14377 | Possibilities are manifestations of some power, and impossibilies rest on no powers [Jacobs] |
| Full Idea: To be possible is just to be one of the many manifestations of some power, and to be impossible is to be a manifestation of no power. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §4.2.1) | |
| A reaction: [This remark occurs in a discussion of theistic Aristotelianism] I like this. If we say that something is possible, the correct question is to ask what power could bring it about. |
| 14376 | States of affairs are only possible if some substance could initiate a causal chain to get there [Jacobs] |
| Full Idea: A non-actual state of affairs in possible if there actually was a substance capable of initiating a causal chain, perhaps non-deterministic, that could lead to the state of affairs that we claim is possible. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §4.2) | |
| A reaction: [He is quoting A.R. Pruss 2002] That seems exactly right. Of course the initial substance(s) might create a further substance, such as a transuranic element, which then produces the state of affairs. I favour this strongly actualist view. |
| 14379 | Counterfactuals invite us to consider the powers picked out by the antecedent [Jacobs] |
| Full Idea: A counterfactual is an invitation to consider what the properties picked out by the antecedent are powers for (where Lewis 1973 took it to be an invitation to consider what goes on in a selected possible world). | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §4.4.3) | |
| A reaction: A beautifully simple proposal from Jacobs, with which I agree. This seems to be an expansion of the Ramsey test for conditionals, where you consider the antecedent being true, and see what follows. What, we ask Ramsey, would make it follow? |
| 14372 | Possible worlds are just not suitable truthmakers for modality [Jacobs] |
| Full Idea: Possible worlds are just not the sorts of things that could ground modality; they are not suitable truthmakers. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §3) | |
| A reaction: Are possible world theorists actually claiming that the worlds 'ground' modality? Maybe Lewis is, since all those concrete worlds had better do some hard work, but for the ersatzist they just provide a kind of formal semantics, leaving ontology to others. |
| 12466 | All modality is in the properties and relations of the actual world [Jacobs] |
| Full Idea: Properties and the relations between them introduce modal connections in the actual world. ..This is a strong form of actualism, since all of modality is part of the fundamental fabric of the actual world. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §4) | |
| A reaction: This is the view of modality which I find most congenial, with the notion of 'powers' giving us the conceptual framework on which to build an account. |
| 14371 | We can base counterfactuals on powers, not possible worlds, and hence define necessity [Jacobs] |
| Full Idea: Together with a definition of possibility and necessity in terms of counterfactuals, the powers semantics of counterfactuals generates a semantics for modality that appeals to causal powers and not possible worlds. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §1) | |
| A reaction: Wonderful. Just what the doctor ordered. The only caveat is that if we say that reality is built up from fundamental powers, then might those powers change their character without losing their identity (e.g. gravity getting weaker)? |
| 12465 | Concrete worlds, unlike fictions, at least offer evidence of how the actual world could be [Jacobs] |
| Full Idea: Lewis's concrete worlds give a better account of modality (than fictional worlds). When I learn that a man like me drives a truck, I gain evidence for the fact that I can drive a truck. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §3) | |
| A reaction: Cf. Idea 12464. Jacobs still rightly rejects this as an account of possibility, since the possibility that I might drive a truck must be rooted in me, not in some other person who drives a truck, even if that person is very like me. |
| 12464 | If some book described a possibe life for you, that isn't what makes such a life possible [Jacobs] |
| Full Idea: Suppose somewhere deep in the rain forest is a book that includes a story about you as a truck-driver. I doubt that you would be inclined the think that that story, that book, is the reason you could have been a truck driver. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §3) | |
| A reaction: This begins to look like a totally overwhelming and obvious reason why possible worlds (especially as stories) don't give a good metaphysical account of possibility. They provide a semantic structure for modal reasoning, but that is entirely different. |
| 12469 | Possible worlds semantics gives little insight into modality [Jacobs] |
| Full Idea: If we want our semantics for modality to give us insight into the truthmakers for modality, then possible worlds semantics is inadequate. | |
| From: Jonathan D. Jacobs (A Powers Theory of Modality [2010], §4.4) | |
| A reaction: [See the other ideas of Jacobs (and Jubien) for this] It is an interesting question whether a semantics for a logic is meant to give us insight into how things really are, or whether it just builds nice models. Satisfaction, or truth? |
| 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. |
| 11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |
| Full Idea: The standard view is that affirming not-A is more complex than affirming the atomic sentence A itself, with the latter determining its sense. But we could learn 'not' directly, by learning at once how to either affirm A or reject A. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], IV) | |
| A reaction: [compressed] This seems fairly anti-Fregean in spirit, because it looks at the psychology of how we learn 'not' as a way of clarifying what we mean by it, rather than just looking at its logical behaviour (and thus giving it a secondary role). |