41 ideas
| 15457 | Interdefinition is useless by itself, but if we grasp one separately, we have them both [Lewis] |
| 5791 | Reduction is either by elimination, or by explanation [Searle] |
| 5799 | Eliminative reduction needs a gap between appearance and reality, as in sunsets [Searle] |
| 5790 | A property is 'emergent' if it is caused by elements of a system, when the elements lack the property [Searle] |
| 15400 | We must avoid circularity between what is intrinsic and what is natural [Lewis, by Cameron] |
| 15458 | A property is 'intrinsic' iff it can never differ between duplicates [Lewis] |
| 15459 | Ellipsoidal stars seem to have an intrinsic property which depends on other objects [Lewis] |
| 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] |
| 5792 | Explanation of how we unify our mental stimuli into a single experience is the 'binding problem' [Searle] |
| 5786 | A system is either conscious or it isn't, though the intensity varies a lot [Searle] |
| 5794 | Consciousness has a first-person ontology, which only exists from a subjective viewpoint [Searle] |
| 5795 | There isn't one consciousness (information-processing) which can be investigated, and another (phenomenal) which can't [Searle] |
| 5788 | The use of 'qualia' seems to imply that consciousness and qualia are separate [Searle] |
| 5789 | I now think syntax is not in the physics, but in the eye of the beholder [Searle] |
| 5798 | Consciousness has a first-person ontology, so it cannot be reduced without omitting something [Searle] |
| 5787 | There is non-event causation between mind and brain, as between a table and its solidity [Searle] |
| 5797 | The pattern of molecules in the sea is much more complex than the complexity of brain neurons [Searle] |
| 5796 | If tree rings contain information about age, then age contains information about rings [Searle] |
| 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] |