Acquisition of inflection‐like rules in concept‐formation tasks

The learning of inflection‐like rules was examined in experimental situations designed as concept‐formation tasks. Nonsense words with prefix, stem, and suffix positions were used to form word expressions in an artificial miniature language. The inflection rules, besides separating word segments, served to relate the word segments to a reference field. The results suggest that words are learned component by component, the learning process being affected by factors like position and distinctiveness of word parts, of stimulus presentation, and kind of strategy used. The acquisition of inflection rules is a function of feedback types, modes of presentation, and presentation of combined vs. discrete word parts. Inflection rules are learned in much the same way as word meanings. With complex rules the task is difficult, the acquisition process slow, and the general rule comprehension low. However, the findings indicated that also complex rules may be learned in concept formation situations. As an explanation of language learning in concept‐formation situations, a two‐stage model was set forth.