42 ideas
| 14273 | Conditional Proof is only valid if we accept the truth-functional reading of 'if' [Edgington] |
| 12205 | There are two families of modal notions, metaphysical and epistemic, of equal strength [Edgington] |
| 12207 | Metaphysical possibility is discovered empirically, and is contrained by nature [Edgington] |
| 12206 | Broadly logical necessity (i.e. not necessarily formal logical necessity) is an epistemic notion [Edgington] |
| 12208 | An argument is only valid if it is epistemically (a priori) necessary [Edgington] |
| 14281 | A thing works like formal probability if all the options sum to 100% [Edgington] |
| 14284 | Conclusion improbability can't exceed summed premise improbability in valid arguments [Edgington] |
| 14270 | Simple indicatives about past, present or future do seem to form a single semantic kind [Edgington] |
| 14269 | Maybe forward-looking indicatives are best classed with the subjunctives [Edgington] |
| 14275 | Truth-function problems don't show up in mathematics [Edgington] |
| 14274 | Inferring conditionals from disjunctions or negated conjunctions gives support to truth-functionalism [Edgington] |
| 14276 | The truth-functional view makes conditionals with unlikely antecedents likely to be true [Edgington] |
| 14290 | Doctor:'If patient still alive, change dressing'; Nurse:'Either dead patient, or change dressing'; kills patient! [Edgington] |
| 14271 | Non-truth-functionalist say 'If A,B' is false if A is T and B is F, but deny that is always true for TT,FT and FF [Edgington] |
| 14272 | I say "If you touch that wire you'll get a shock"; you don't touch it. How can that make the conditional true? [Edgington] |
| 14282 | On the supposition view, believe if A,B to the extent that A&B is nearly as likely as A [Edgington] |
| 14278 | Truth-functionalists support some conditionals which we assert, but should not actually believe [Edgington] |
| 14287 | Does 'If A,B' say something different in each context, because of the possibiites there? [Edgington] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [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] |
| 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] |