32 ideas
| 16489 | Is it possible to state every possible truth about the whole course of nature without using 'not'? [Russell] |
| 16490 | Some facts about experience feel like logical necessities [Russell] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 16488 | It is hard to explain how a sentence like 'it is not raining' can be found true by observation [Russell] |
| 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] |
| 16491 | If we define 'this is not blue' as disbelief in 'this is blue', we eliminate 'not' as an ingredient of facts [Russell] |
| 23104 | Dworkin believed we should promote equality, to increase autonomy [Dworkin, by Kekes] |
| 23257 | We can treat people as equals, or actually treat them equally [Dworkin, by Grayling] |
| 18621 | Treating people as equals is the one basic value of all plausible political theories [Dworkin, by Kymlicka] |
| 4786 | Russell's 'at-at' theory says motion is to be at the intervening points at the intervening instants [Russell, by Psillos] |