37 ideas
| 15118 | A successful Aristotelian 'definition' is what sciences produces after an investigation [Koslicki] |
| 15116 | Essences cause necessary features, and definitions describe those necessary features [Koslicki] |
| 15110 | An essence and what merely follow from it are distinct [Koslicki] |
| 15113 | Individuals are perceived, but demonstration and definition require universals [Koslicki] |
| 15112 | If an object exists, then its essential properties are necessary [Koslicki] |
| 19553 | Commitment to 'I have a hand' only makes sense in a context where it has been doubted [Hawthorne] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 19551 | How can we know the heavyweight implications of normal knowledge? Must we distort 'knowledge'? [Hawthorne] |
| 19552 | We wouldn't know the logical implications of our knowledge if small risks added up to big risks [Hawthorne] |
| 19554 | Denying closure is denying we know P when we know P and Q, which is absurd in simple cases [Hawthorne] |
| 15111 | In demonstration, the explanatory order must mirror the causal order of the phenomena [Koslicki] |
| 15115 | In a demonstration the middle term explains, by being part of the definition [Koslicki] |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| 15117 | Greek uses the same word for 'cause' and 'explanation' [Koslicki] |
| 15114 | Discovering the Aristotelian essence of thunder will tell us why thunder occurs [Koslicki] |
| 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] |