42 ideas
15435 | If you think universals are immanent, you must believe them to be sparse, and not every related predicate [Lewis] |
15451 | I assume there could be natural properties that are not instantiated in our world [Lewis] |
15433 | Tropes are particular properties, which cannot recur, but can be exact duplicates [Lewis] |
15436 | Universals are meant to give an account of resemblance [Lewis] |
15438 | We can add a primitive natural/unnatural distinction to class nominalism [Lewis] |
15448 | The 'magical' view of structural universals says they are atoms, even though they have parts [Lewis] |
15449 | If 'methane' is an atomic structural universal, it has nothing to connect it to its carbon universals [Lewis] |
15439 | The 'pictorial' view of structural universals says they are wholes made of universals as parts [Lewis] |
15441 | The structural universal 'methane' needs the universal 'hydrogen' four times over [Lewis] |
15445 | Butane and Isobutane have the same atoms, but different structures [Lewis] |
15434 | Structural universals have a necessary connection to the universals forming its parts [Lewis] |
15437 | We can't get rid of structural universals if there are no simple universals [Lewis] |
15446 | Composition is not just making new things from old; there are too many counterexamples [Lewis] |
15440 | A whole is distinct from its parts, but is not a further addition in ontology [Lewis] |
15444 | Different things (a toy house and toy car) can be made of the same parts at different times [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] |
14280 | The probability of two events is the first probability times the second probability assuming the first [Bayes] |
15450 | Maybe abstraction is just mereological subtraction [Lewis] |
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] |
15443 | Mathematicians abstract by equivalence classes, but that doesn't turn a many into one [Lewis] |