39 ideas
| 23367 | Even pointing a finger should only be done for a reason [Epictetus] |
| 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] |
| 21233 | The beautiful is whatever it is intrinsically good to admire [Moore,GE] |
| 8039 | Moore tries to show that 'good' is indefinable, but doesn't understand what a definition is [MacIntyre on Moore,GE] |
| 22151 | The Open Question argument leads to anti-realism and the fact-value distinction [Boulter on Moore,GE] |
| 11056 | The naturalistic fallacy claims that natural qualties can define 'good' [Moore,GE] |
| 8033 | Moore cannot show why something being good gives us a reason for action [MacIntyre on Moore,GE] |
| 8032 | Can learning to recognise a good friend help us to recognise a good watch? [MacIntyre on Moore,GE] |
| 11050 | Moore's combination of antinaturalism with strong supervenience on the natural is incoherent [Hanna on Moore,GE] |
| 23726 | Despite Moore's caution, non-naturalists incline towards intuitionism [Moore,GE, by Smith,M] |
| 18676 | We should ask what we would judge to be good if it existed in absolute isolation [Moore,GE] |
| 11057 | It is always an open question whether anything that is natural is good [Moore,GE] |
| 5925 | The three main values are good, right and beauty [Moore,GE, by Ross] |
| 5902 | For Moore, 'right' is what produces good [Moore,GE, by Ross] |
| 5903 | 'Right' means 'cause of good result' (hence 'useful'), so the end does justify the means [Moore,GE] |
| 5907 | Relationships imply duties to people, not merely the obligation to benefit them [Ross on Moore,GE] |