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Enregistrement W1480578946 · doi:10.1353/hms.2000.a385726

Explaining General Ideas

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Notice bibliographique

RevueHume studies · 2000
Typearticle
Langueen
DomaineArts and Humanities
ThématiquePhilosophical Ethics and Theory
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésPassionsEpistemologyPhilosophyOrder (exchange)Psychology

Résumé

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Hume Studies Volume XXVI, Number 2, November 2000, pp. 279-289 Explaining General Ideas JANET BROUGHTON Hume declared himself a scientist of man; his aim was to identify the principles according to which our impressions give rise to our thoughts, beliefs, passions and actions. He took it that there are things about these products of experience that need to be explained, and as a scientist of man he aimed to provide the needed explanation by finding principles that govern the operations of the mind. In what follows I want to consider Hume's account of general ideas, and I want especially to raise the question what it is about them that he wants to explain. In order to see what Hume thinks he should explain about our general ideas, we need first to see what sort of explanatory resources he thinks are available. In the introduction to the Treatise, he proposes to undertake a study of human nature, a study of the particular kind that he calls science of man. He is going to study the human mind using "careful and exact experiments"1 gleaned up from a "cautious observation of human life" as it appears in the "common course of the world" (T xix). The outcome will be the discovery of "principles," and Hume aims to render them "as universal as possible," "explaining all effects from the simplest and fewest causes" (T xvii). By itself this sounds awfully bland. How does it differ from the generalizations any of us might make about human mental life? On one common understanding of Hume, the answer is that he is studying objects we don't ordinarily talk about, using a method of observation we don't ordinarily use. He is studying what Locke called "ideas": the items of which a person is immeJanet Broughton is Associate Professor of Philosophy, University of California, Berkeley, Berkeley, CA 94720-2390, USA. e-mail: broughtn@socrates.berkeley.edu 280 Janet Broughton diately aware, and which depend on that awareness for their existence. He is studying them by using his power of introspection, the power by which a person may become immediately aware of his own ideas. I have argued elsewhere2 that Hume's term, 'perception,' isn't meant to refer to Lockean ideas but to people's states of mind as we ordinarily understand them: dateable episodes of consciousness of a great many types, including episodes of seeing, touching, smelling, tasting and hearing objects in the world around us. Nor, I have argued, does Hume's "cautious observation of human life" (T xix) invariably or even usually take the form of introspection. Rather, the scientist of man attends to a range of the features of perceptions that we notice from time to time in ordinary life. What distinguishes the activities of the scientist of man from those of the ordinary observer of human mental life is that the scientist of man attends mainly just to this range of features , and reflects upon them in a sustained and systematic way. The features to which he gives his attention are, I believe, these: force and vivacity; content compounded from simple elements; and the kinds of sequences or patterns in which perceptions with such-and-such content having such-and-such force and vivacity occur. Of these three features, the most puzzling by far, I think, is content; I will be exploring aspects of content as I attempt to identify what it is about general ideas that the scientist of man wants to understand. To put it crudely, we must see what Hume thinks impressions already contain if we want to see what it is about general ideas he wants to explain. In the first part of Book I of the Treatise, Hume sets out the basic distinctions and principles upon which he will draw: the distinctions between impressions and ideas, between simple and complex perceptions, between impressions of sensation and those of reflection, and between ideas of memory and of imagination; and the principles that our simple ideas are derived from resembling simple impressions, and that our ideas are associated via relations of resemblance, contiguity and causation. After clarifying the notion of relations, Hume concludes part i by...

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Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesCharge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Théorique ou conceptuel · Signal consensuel: Théorique ou conceptuel
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,748
Score d'incertitude au seuil0,995

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0060,001

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,129
Tête enseignante GPT0,317
Écart entre enseignants0,188 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle