Abstract

The problem of the difficulties created by disjunctive concepts is shown to be a spurious one. It is due in part to a confusion between concept formation and concept identification, in part to unfortunate terminological moves, in part to confusions between logical and methodological matters. Behind this pseudo-problem there are a number of real problems: how to work efficiently with partially interpreted concepts? are there differences in comprehension of various logical connectives? how does this comprehension change with age and linguistic exposure?