Language and Experience
Bibliographic Data
| ID | 23185683 |
|---|---|
| Authors | Ilham Dilman (corresponding author) |
| Year | 1984 |
| Pages | 106-122 |
| Publication date | 1984-01-01 |
| Open Access | No |
| Type | CHAPTER |
| Venue | Quine on Ontology, Necessity and Experience (SOURCE_BOOK) |
| Publisher | Palgrave Macmillan UK (PUBLISHER) |
| DOI | 10.1007/978-1-349-06821-0_6 |
| OpenAlex | W2475661928 |
| ISBN | 9781349068210 |
| Language | EN |
| Citations received | 22 |
Quine's critique of empiricism consists of his critique of what he calls 'the two dogmas of empiricism'. We have considered his critique of 'the first dogma', namely the distinction between necessary and contingent truths, and we found that it is no dogma, i.e. that this distinction is not spurious. Furthermore it is not the exclusive property of empiricism. What is so is the analytic view of necessary truths. For that view implies the rejection of the possibility of de re necessities and of any a priori knowledge of nature. Such a possibility is clearly incompatible with empiricism, and empiricism is right to want to reject it. But what it puts in its place is inadequate. So Quine is right to criticise it. However he, in his turn, is wrong to reject the distinction between necessary and contingent truths as spurious.KeywordsPhysical ObjectConceptual SchemeSense ExperienceBackground LanguageLogical PositivistThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
A priori and a posteriori · Empiricism · Epistemology · Property (philosophy) · Quine · Spurious relationship · Classical Philosophy and Thought · Computer Science · Historical Linguistics and Language Studies · Philosophy · Philosophy, Science, and History
What language models can tell us about learning adjectives
Supporting adjective learning across the curriculum by 5-7 year-olds
Development of Communication in Deafblind Children
Los “contrarios” en el aprendizaje inicial del lenguaje escrito
Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers
Using known words to learn more words
The adjective petit ‘small, little’ in French acquisition data
Children use syntax to learn verb meanings
Syntax and semantics in the acquisition of locative verbs
Morphological cues to verb meaning
Where language meets attention
Differences in sentence complexity in the text of children’s picture books and child-directed speech
Antonyms in children's and child-directed speech
Learnability and Cognition
Inflectional Bootstrapping in 2-year-olds
The Input to Verb Learning in Mandarin Chinese
Learning color words involves learning a system of mappings
Syntactic Cues Help Disambiguate Objects Referred to With Count Nouns
Differential Ineffability and the Senses
Frequent frames as a cue for grammatical categories in child directed speech
The Oxford Handbook of the Mental Lexicon
| Citations per year | 0.61 |
|---|---|
| Citation span | 1990 - 2024 (35) |
| Highly cited | No |