41 ideas
| 12463 | Unlike correspondence, truthmaking can be one truth to many truthmakers, or vice versa [Jacobs] |
| 11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
| 11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
| 11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
| 14375 | If structures result from intrinsic natures of properties, the 'relations' between them can drop out [Jacobs] |
| 14378 | Science aims at identifying the structure and nature of the powers that exist [Jacobs] |
| 12467 | Powers come from concrete particulars, not from the laws of nature [Jacobs] |
| 14377 | Possibilities are manifestations of some power, and impossibilies rest on no powers [Jacobs] |
| 14376 | States of affairs are only possible if some substance could initiate a causal chain to get there [Jacobs] |
| 14379 | Counterfactuals invite us to consider the powers picked out by the antecedent [Jacobs] |
| 14372 | Possible worlds are just not suitable truthmakers for modality [Jacobs] |
| 12466 | All modality is in the properties and relations of the actual world [Jacobs] |
| 14371 | We can base counterfactuals on powers, not possible worlds, and hence define necessity [Jacobs] |
| 12465 | Concrete worlds, unlike fictions, at least offer evidence of how the actual world could be [Jacobs] |
| 12464 | If some book described a possibe life for you, that isn't what makes such a life possible [Jacobs] |
| 12469 | Possible worlds semantics gives little insight into modality [Jacobs] |
| 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] |
| 11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |