65 ideas
| 1922 | Spiritual qualities only become advantageous with the growth of wisdom [Plato] |
| 18559 | Philosophy is empty if it does not in some way depend on matters of fact [Machery] |
| 11259 | How can you seek knowledge of something if you don't know it? [Plato] |
| 18564 | Do categories store causal knowledge, or typical properties, or knowledge of individuals? [Machery] |
| 18604 | Are quick and slow categorisation the same process, or quite different? [Machery] |
| 18573 | For each category of objects (such as 'dog') an individual seems to have several concepts [Machery] |
| 18602 | A thing is classified if its features are likely to be generated by that category's causal laws [Machery] |
| 18565 | There may be ad hoc categories, such as the things to pack in your suitcase for a trip [Machery] |
| 18570 | There may be several ways to individuate things like concepts [Machery] |
| 9212 | Possible states of affairs are not propositions; a proposition can't be a state of affairs! [Fine,K] |
| 9213 | The actual world is a possible world, so we can't define possible worlds as 'what might have been' [Fine,K] |
| 20219 | True opinions only become really valuable when they are tied down by reasons [Plato] |
| 5985 | Seeking and learning are just recollection [Plato] |
| 5986 | The slave boy learns geometry from questioning, not teaching, so it is recollection [Plato] |
| 1923 | As a guide to action, true opinion is as good as knowledge [Plato] |
| 1919 | You don't need to learn what you know, and how do you seek for what you don't know? [Plato] |
| 18616 | If a term doesn't pick out a kind, keeping it may block improvements in classification [Machery] |
| 18614 | Vertical arguments say eliminate a term if it picks out different natural kinds in different theories [Machery] |
| 18615 | Horizontal arguments say eliminate a term if it fails to pick out a natural kind [Machery] |
| 18609 | Psychologists use 'induction' as generalising a property from one category to another [Machery] |
| 18610 | 'Ampliative' induction infers that all members of a category have a feature found in some of them [Machery] |
| 18562 | Connectionists cannot distinguish concept-memories from their background, or the processes [Machery] |
| 18561 | We can identify a set of cognitive capacities which are 'higher order' [Machery] |
| 18574 | Concepts for categorisation and for induction may be quite different [Machery] |
| 18588 | Concept theories aim at their knowledge, processes, format, acquisition, and location [Machery] |
| 18611 | We should abandon 'concept', and just use 'prototype', 'exemplar' and 'theory' [Machery] |
| 18567 | In the philosophy of psychology, concepts are usually introduced as constituents of thoughts [Machery] |
| 18569 | In philosophy theories of concepts explain how our propositional attitudes have content [Machery] |
| 18563 | By 'concept' psychologists mean various sorts of representation or structure [Machery] |
| 18558 | Concept theorists examine their knowledge, format, processes, acquisition and location [Machery] |
| 18557 | Psychologists treat concepts as long-term knowledge bodies which lead to judgements [Machery] |
| 18560 | Psychologist treat concepts as categories [Machery] |
| 18592 | The concepts OBJECT or AGENT may be innate [Machery] |
| 18566 | Concepts should contain working memory, not long-term, because they control behaviour [Machery] |
| 18584 | One hybrid theory combines a core definition with a prototype for identification [Machery] |
| 18585 | Heterogeneous concepts might have conflicting judgements, where hybrid theories will not [Machery] |
| 18578 | Concepts as definitions was rejected, and concepts as prototypes, exemplars or theories proposed [Machery] |
| 18575 | The concepts for a class typically include prototypes, and exemplars, and theories [Machery] |
| 18591 | Classical theory can't explain facts like typical examples being categorised quicker [Machery] |
| 18583 | Many categories don't seem to have a definition [Machery] |
| 18590 | Classical theory implies variety in processing times, but this does not generally occur [Machery] |
| 18594 | Knowing typical properties of things is especially useful in induction [Machery] |
| 18593 | The term 'prototype' is used for both typical category members, and the representation [Machery] |
| 18595 | Prototype theories are based on computation of similarities with the prototype [Machery] |
| 18596 | Prototype theorists don't tell us how we select the appropriate prototype [Machery] |
| 18603 | Maybe concepts are not the typical properties, but the ideal properties [Machery] |
| 18605 | It is more efficient to remember the prototype, than repeatedly create it from exemplars [Machery] |
| 18606 | The prototype view predicts that typical members are easier to categorise [Machery] |
| 18597 | Concepts as exemplars are based on the knowledge of properties of each particular [Machery] |
| 18598 | Exemplar theories need to explain how the relevant properties are selected from a multitude of them [Machery] |
| 18599 | In practice, known examples take priority over the rest of the set of exemplars [Machery] |
| 18600 | Theory Theory says category concepts are knowledge stores explaining membership [Machery] |
| 18601 | Theory Theory says concepts are explanatory knowledge, and concepts form domains [Machery] |
| 18607 | Theory theorists rely on best explanation, rather than on similarities [Machery] |
| 18608 | If categorisation is not by similarity, it seems to rely on what properties things might have [Machery] |
| 18587 | The theory account is sometimes labelled as 'knowledge' or 'explanation' in approach [Machery] |
| 18577 | The word 'grandmother' may be two concepts, with a prototype and a definition [Machery] |
| 18589 | For behaviourists concepts are dispositions to link category members to names [Machery] |
| 18612 | Americans are more inclined to refer causally than the Chinese are [Machery] |
| 1913 | Is virtue taught, or achieved by practice, or a natural aptitude, or what? [Plato] |
| 1921 | If virtue is a type of knowledge then it ought to be taught [Plato] |
| 1927 | It seems that virtue is neither natural nor taught, but is a divine gift [Plato] |
| 1918 | How can you know part of virtue without knowing the whole? [Plato] |
| 1916 | Even if virtues are many and various, they must have something in common to make them virtues [Plato] |
| 18613 | Artifacts can be natural kinds, when they are the object of historical enquiry [Machery] |