Proceedings of the Annual Meeting of the Cognitive Science Society

Learnability has been a topic of great interest in phonology. In particular is the question of the relative learnability of process interactions. In both historical and experimental domains, researchers have noted that certain kinds of interactions are harder to learn than others. In both domains, however, the results are seemingly in conflict. One potential source of the conflicting outcome is the types of processes involved. In this paper, we investigate the effect of process types on the learnability of different interaction types, using an ideal minimum-description-length learner (MDL). We find that the model indeed predicts different learnability outcomes for each interaction type; however, the asymmetry is largely independent of the process type. This computational model explains certain elements of both the historical as well as some experimental findings of the relative learnability of linguistics process interactions, while contradicting other behavioral findings.