37 ideas
| 18365 | If truths are just identical with facts, then truths will make themselves true [David] |
| 18362 | Examples show that truth-making is just non-symmetric, not asymmetric [David] |
| 18360 | It is assumed that a proposition is necessarily true if its truth-maker exists [David] |
| 18358 | Two different propositions can have the same fact as truth-maker [David] |
| 18355 | What matters is truth-making (not truth-makers) [David] |
| 18354 | Correspondence is symmetric, while truth-making is taken to be asymmetric [David] |
| 18356 | Correspondence is an over-ambitious attempt to explain truth-making [David] |
| 18363 | Correspondence theorists see facts as the only truth-makers [David] |
| 18364 | Correspondence theory likes ideal languages, that reveal the structure of propositions [David] |
| 18357 | What makes a disjunction true is simpler than the disjunctive fact it names [David] |
| 18359 | One proposition can be made true by many different facts [David] |
| 18361 | A reflexive relation entails that the relation can't be asymmetric [David] |
| 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] |
| 5845 | Niceratus learnt the whole of Homer by heart, as a guide to goodness [Xenophon] |