 As we have seen, Ryle is often interpreted as claiming that knowledge-how ascriptions are nothing more than ascriptions of an ability or a complex of dispositions to act in a skilled or intelligent manner (Hornsby 2011). (For a recent defense of knowledge-how as an ability, see Markie 2015.) Anti-intellectualism of this sort has been voiced by Lewis (1990) and has been thought to undercut the so-called “knowledge-argument” in the philosophy of mind (see Jackson 1986 for a classic formulation. For further discussion, see Nemirow 1990 and Alter 2001). However, Cath (2009) argues that similar worries about the argument survive even on some prominent intellectualist views. For a survey of other consequences thought to follow from the various positions in the knowledge-how debate, see Bengson and Moffett (2011b: 44–54).