34 ideas
| 17954 | Essence is a thing's necessities, but what about its possibilities (which may not be realised)? [Vetter] |
| 17953 | Real definition fits abstracta, but not individual concrete objects like Socrates [Vetter] |
| 17952 | Modal accounts make essence less mysterious, by basing them on the clearer necessity [Vetter] |
| 17959 | Metaphysical necessity is even more deeply empirical than Kripke has argued [Vetter] |
| 17955 | Possible worlds allow us to talk about degrees of possibility [Vetter] |
| 17957 | Maybe possibility is constituted by potentiality [Vetter] |
| 17958 | The apparently metaphysically possible may only be epistemically possible [Vetter] |
| 17956 | Closeness of worlds should be determined by the intrinsic nature of relevant objects [Vetter] |
| 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] |
| 5121 | Basing ethics on flourishing makes it consequentialist, as actions are judged by contributing to it [Harman] |
| 5120 | What counts as 'flourishing' must be relative to various sets of values [Harman] |