The Nyaya school holds that perception is the primary source of knowledge, as it provides direct and immediate access to reality.

Analogical inference is not considered a valid type of inference in Indian epistemology, as it relies on similarity rather than logical necessity.

Pratyaksha refers to direct perception, which is considered a primary source of knowledge in Indian epistemology.

Vedanta, particularly the Advaita Vedanta school, emphasizes the role of intuition and mystical experience in attaining knowledge of the ultimate reality.

Anumana refers to inference, particularly deductive inference, which allows us to infer the existence of unobserved causes from observed effects.

Comparison, or upamana, is not considered a valid means of knowledge in the Nyaya school, as it relies on similarity rather than logical necessity.

Shabda refers to testimony or verbal authority, which is considered a valid means of knowledge in Indian epistemology, particularly in the study of religious and philosophical texts.

The Nyaya school is known for its emphasis on logic and language in acquiring knowledge, using techniques such as syllogistic reasoning and logical analysis.

Vyapti refers to the invariable concomitance between a cause and its effect, which allows us to infer the existence of an unobserved effect from its observed cause.

Dharmakirti is a renowned Buddhist philosopher, not a type of fallacy in Indian epistemology.

Pratyaksha refers to direct perception, which is considered a primary source of knowledge in Indian epistemology, allowing us to acquire knowledge through empirical observation.

The Carvaka school is known for its skeptical and materialistic approach to knowledge, questioning the reliability of traditional sources of knowledge and emphasizing the importance of critical inquiry.

Anumana refers to inference, particularly deductive inference, which allows us to infer the existence of unobserved objects from their observed properties.

Arthapatti, or postulation, is not considered a valid means of knowledge in the Mimamsa school, as it relies on hypothetical reasoning rather than direct observation or logical inference.