Outside the Lyceum, the Stoic school was partly following Aristotle in its interest in formal logic, the theory of meaning, and use of the categories (e.g., substance, quality, relation).
His "one contribution to philosophy," he thought, was his "new list of categories" analogous to Kant's a priori forms of the understanding, which he reduced from 12 to 3: Quality, Relation, and Representation.
The nine categories of accidents are quantity, quality, relation, action, passion, place, time, position, and state (habitus).
There Kant articulates what he calls "pure natural science" in four chapters corresponding, respectively, to the four headings of the table of categories (quantity, quality, relation, and modality).
Kant then explains that this means that the concept of matter must be determined according to the Critique of Pure Reason's categories of quantity, quality, relation, and modality (4:474–476).
Thus, one may separately inquire after an object's quantity, quality, relation, and modality, receiving one of the three sub-answers in each case on the way to a more complete characterization of the object.
The first include among categories such different things as human, green, animal, thought, and justice; the second speak only of very general things such as substance, quality, relation, and the like, as categories.
For this purpose, a Conversational Violations Test (CVT) was employed to examine children's ability to identify utterances that violate the Maxims of Quantity, Quality, Relation, and Politeness.
By contrast, as in Experiment 1, Italian-speaking children in Italy and Slovenia scored significantly higher on Quality, Relation, and Politeness than Quantity, t's (39)≥24.45, p's<.0001, and they also scored significantly higher on Relation than on Quality, t (39) = 5.83, p<.0001.
Seventeen parameters were organized into four groups (Quantity, Quality, Relation, and Manner).
