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Intuitivamente, la realidad está formada por entidades y hechos existentes y concretos. Sin embargo, nuestro lenguaje y pensamiento versa también sobre hechos meramente posibles, sobre cosas inexistentes y entidades abstractas. ¿Cómo es esto posible? ¿Significa ello que cuando hablamos y pensamos de estas otras cosas no hablamos de nada real? ¿o mas bien la realidad está mas poblada de lo que pensábamos y hay diferentes maneras de formar parte de la realidad además de la de existir de manera positiva y (...) |
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In the literature, there have been several methods and definitions for working out whether two theories are “equivalent” or not. In this article, we do something subtler. We provide a means to measure distances between formal theories. We introduce two natural notions for such distances. The first one is that of axiomatic distance, but we argue that it might be of limited interest. The more interesting and widely applicable notion is that of conceptual distance which measures the minimum number of (...) |
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I review and challenge the views on simplicity and its role in linguistics put forward by Ludlow. In particular, I criticize the claim that simplicity—in the sense pertinent to science—is nothing more than ease of use or “user-friendliness”, motivated by economy of labor. I argue that Ludlow’s discussion fails to do justice to the diversity of factors that are relevant to simplicity considerations. This, in turn, leads to the neglect of crucial cases in which the rationale for simplification is unmistakably (...) |
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Various formulations of the principle of simplicity in science are examined and rejected in favor of Goodman's proposal, the essence of which is to concentrate attention upon the predicates that form the extralogical basis of any given theory and to provide measures for comparing the relative structural simplicity of different sets of such predicates. The postulational basis of Goodman's method is set out and explained, together with some important amendments and additions, and a number of theorems are proved, with whose (...) |
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Is formal simplicity a guide to learning in humans, as simplicity is said to be a guide to the acceptability of theories in science? Does simplicity determine the difficulty of various learning tasks? I argue that, similarly to how scientists sometimes preferred complex theories when this facilitated calculations, results from perception, learning and reasoning suggest that formal complexity is generally unrelated to what is easy to learn and process by humans, and depends on assumptions about available representational and processing primitives. (...) |
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