53 ideas
| 10308 | Questions about objects are questions about certain non-vacuous singular terms [Hale] |
| 10314 | An expression is a genuine singular term if it resists elimination by paraphrase [Hale] |
| 10316 | We should decide whether singular terms are genuine by their usage [Hale] |
| 10312 | Often the same singular term does not ensure reliable inference [Hale] |
| 10313 | Plenty of clear examples have singular terms with no ontological commitment [Hale] |
| 10322 | If singular terms can't be language-neutral, then we face a relativity about their objects [Hale] |
| 10512 | The abstract/concrete distinction is based on what is perceivable, causal and located [Hale] |
| 10517 | Colours and points seem to be both concrete and abstract [Hale] |
| 10520 | Token-letters and token-words are concrete objects, type-letters and type-words abstract [Hale] |
| 10519 | The abstract/concrete distinction is in the relations in the identity-criteria of object-names [Hale] |
| 10524 | There is a hierarchy of abstraction, based on steps taken by equivalence relations [Hale] |
| 10318 | Realists take universals to be the referrents of both adjectives and of nouns [Hale] |
| 10521 | If F can't have location, there is no problem of things having F in different locations [Hale] |
| 10511 | It is doubtful if one entity, a universal, can be picked out by both predicates and abstract nouns [Hale] |
| 10310 | Objections to Frege: abstracta are unknowable, non-independent, unstatable, unindividuated [Hale] |
| 10518 | Shapes and directions are of something, but games and musical compositions are not [Hale] |
| 10513 | Many abstract objects, such as chess, seem non-spatial, but are not atemporal [Hale] |
| 10514 | If the mental is non-spatial but temporal, then it must be classified as abstract [Hale] |
| 10523 | Being abstract is based on a relation between things which are spatially separated [Hale] |
| 10307 | The modern Fregean use of the term 'object' is much broader than the ordinary usage [Hale] |
| 10315 | We can't believe in a 'whereabouts' because we ask 'what kind of object is it?' [Hale] |
| 10522 | The relations featured in criteria of identity are always equivalence relations [Hale] |
| 10321 | We sometimes apply identity without having a real criterion [Hale] |
| 22868 | The value and truth of knowledge are measured by success in activity [Dewey] |
| 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] |
| 22865 | Habits constitute the self [Dewey] |
| 17980 | The main theories of concepts are exemplar, prototype and knowledge [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] |
| 17973 | The theoretical and practical definitions for the classical view are very hard to find [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] |
| 17977 | The exemplar view of concepts says 'dogs' is the set of dogs I remember [Murphy] |
| 17981 | Children using knowing and essentialist categories doesn't fit the exemplar view [Murphy] |
| 17982 | Exemplar theory struggles with hierarchical classification and with induction [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] |
| 17974 | The most popular theories of concepts are based on prototypes or exemplars [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] |
| 22871 | The good people are those who improve; the bad are those who deteriorate [Dewey] |
| 22876 | Democracy is the development of human nature when it shares in the running of communal activities [Dewey] |
| 22875 | Democracy is not just a form of government; it is a mode of shared living [Dewey] |
| 22874 | Individuality is only developed within groups [Dewey] |