42 ideas
| 18951 | For scientific purposes there is a precise concept of 'true-in-L', using set theory [Putnam] |
| 18953 | Modern notation frees us from Aristotle's restriction of only using two class-names in premises [Putnam] |
| 18949 | The universal syllogism is now expressed as the transitivity of subclasses [Putnam] |
| 18952 | '⊃' ('if...then') is used with the definition 'Px ⊃ Qx' is short for '¬(Px & ¬Qx)' [Putnam] |
| 18958 | In type theory, 'x ∈ y' is well defined only if x and y are of the appropriate type [Putnam] |
| 11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
| 18954 | Before the late 19th century logic was trivialised by not dealing with relations [Putnam] |
| 18956 | Asserting first-order validity implicitly involves second-order reference to classes [Putnam] |
| 18962 | Unfashionably, I think logic has an empirical foundation [Putnam] |
| 11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
| 11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
| 18961 | We can identify functions with certain sets - or identify sets with certain functions [Putnam] |
| 18955 | Having a valid form doesn't ensure truth, as it may be meaningless [Putnam] |
| 18959 | Sets larger than the continuum should be studied in an 'if-then' spirit [Putnam] |
| 18957 | Nominalism only makes sense if it is materialist [Putnam] |
| 18950 | Physics is full of non-physical entities, such as space-vectors [Putnam] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 18960 | Most predictions are uninteresting, and are only sought in order to confirm a theory [Putnam] |
| 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] |
| 11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |