36 ideas
| 17962 | The truth-maker principle is that every truth has a sufficient truth-maker [Forrest] |
| 13030 | Extensionality: ∀x ∀y (∀z (z ∈ x ↔ z ∈ y) → x = y) [Kunen] |
| 13032 | Pairing: ∀x ∀y ∃z (x ∈ z ∧ y ∈ z) [Kunen] |
| 13033 | Union: ∀F ∃A ∀Y ∀x (x ∈ Y ∧ Y ∈ F → x ∈ A) [Kunen] |
| 13037 | Infinity: ∃x (0 ∈ x ∧ ∀y ∈ x (S(y) ∈ x) [Kunen] |
| 13038 | Power Set: ∀x ∃y ∀z(z ⊂ x → z ∈ y) [Kunen] |
| 13034 | Replacement: ∀x∈A ∃!y φ(x,y) → ∃Y ∀X∈A ∃y∈Y φ(x,y) [Kunen] |
| 13039 | Foundation:∀x(∃y(y∈x) → ∃y(y∈x ∧ ¬∃z(z∈x ∧ z∈y))) [Kunen] |
| 13036 | Choice: ∀A ∃R (R well-orders A) [Kunen] |
| 13029 | Set Existence: ∃x (x = x) [Kunen] |
| 13031 | Comprehension: ∃y ∀x (x ∈ y ↔ x ∈ z ∧ φ) [Kunen] |
| 13040 | Constructibility: V = L (all sets are constructible) [Kunen] |
| 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] |
| 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] |