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The world’s languages tend to exhibit a suffixing preference, adding  inflections to the ends of words, rather than the beginning of them. Previous  works has suggested that this apparently universal preference arises out of  the constraints imposed by general purpose learning mechanisms in the brain,  and specifically, the kinds of information structures that facilitate  discrimination learning (St Clair, Monaghan, & Ramscar, 2009). Here I show  that learning theory predicts that prefixes and suffixes will tend to promote  different kinds of learning: prefixes will facilitate the learning of the  probabilities that any following elements in a sequence will follow a label,  whereas suffixing will promote the abstraction of common dimensions from a  set of preceding elements. The results of the artificial language learning  experiment support this analysis: When words are learned with consistent  prefixes, participants learned the relationship between the prefixes and the  noun labels, and the relationship between the noun labels and the objects  associated with them, better than when words were learned with consistent  suffixes. When words were learned with consistent suffixes, participants  treated similarly suffixed nouns as being more similar than nouns learned  with consistent prefixes. It appears that while prefixes tend to make items  more predictable and to make veridical discriminations easier, suffixes  tended to make items cohere more, increasing the similarities between them.

Suffixing, prefixing, and the functional order of regularities in meaningful strings