42 ideas
| 9065 | S5 collapses iterated modalities (◊□P→□P, and ◊◊P→◊P) [Keefe/Smith] |
| 9064 | Objects such as a cloud or Mount Everest seem to have fuzzy boundaries in nature [Keefe/Smith] |
| 9044 | If someone is borderline tall, no further information is likely to resolve the question [Keefe/Smith] |
| 9048 | The simplest approach, that vagueness is just ignorance, retains classical logic and semantics [Keefe/Smith] |
| 9055 | The epistemic view of vagueness must explain why we don't know the predicate boundary [Keefe/Smith] |
| 9049 | Supervaluationism keeps true-or-false where precision can be produced, but not otherwise [Keefe/Smith] |
| 9056 | Vague statements lack truth value if attempts to make them precise fail [Keefe/Smith] |
| 9058 | Some of the principles of classical logic still fail with supervaluationism [Keefe/Smith] |
| 9059 | The semantics of supervaluation (e.g. disjunction and quantification) is not classical [Keefe/Smith] |
| 9060 | Supervaluation misunderstands vagueness, treating it as a failure to make things precise [Keefe/Smith] |
| 9050 | A third truth-value at borderlines might be 'indeterminate', or a value somewhere between 0 and 1 [Keefe/Smith] |
| 9061 | People can't be placed in a precise order according to how 'nice' they are [Keefe/Smith] |
| 9062 | If truth-values for vagueness range from 0 to 1, there must be someone who is 'completely tall' [Keefe/Smith] |
| 9063 | How do we decide if my coat is red to degree 0.322 or 0.321? [Keefe/Smith] |
| 9045 | Vague predicates involve uncertain properties, uncertain objects, and paradoxes of gradual change [Keefe/Smith] |
| 9047 | Many vague predicates are multi-dimensional; 'big' involves height and volume; heaps include arrangement [Keefe/Smith] |
| 9053 | If there is a precise borderline area, that is not a case of vagueness [Keefe/Smith] |
| 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] |
| 7903 | The six perfections are giving, morality, patience, vigour, meditation, and wisdom [Nagarjuna] |