33 ideas
| 16129 | Evans argues (falsely!) that a contradiction follows from treating objects as vague [Evans, by Lowe] |
| 16459 | Is it coherent that reality is vague, identities can be vague, and objects can have fuzzy boundaries? [Evans] |
| 16457 | There clearly are vague identity statements, and Evans's argument has a false conclusion [Evans, by Lewis] |
| 16460 | Evans assumes there can be vague identity statements, and that his proof cannot be right [Evans, by Lewis] |
| 14484 | If a=b is indeterminate, then a=/=b, and so there cannot be indeterminate identity [Evans, by Thomasson] |
| 16224 | There can't be vague identity; a and b must differ, since a, unlike b, is only vaguely the same as b [Evans, by PG] |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| 12900 | How could 'S knows he has hands' not have a fixed content? [Bach] |
| 12901 | If contextualism is right, knowledge sentences are baffling out of their context [Bach] |
| 12902 | Sceptics aren't changing the meaning of 'know', but claiming knowing is tougher than we think [Bach] |
| 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] |