Investigating the Tone-Segment Asymmetry in Phonological Counting: A Learnability Experiment
Year: 2026
Type: article
Abstract: Tone-segment asymmetry has been a frequently discussed topic in phonology, with much theoretical work dedicated to characterizing the differences between the two. The present study provides the first experimental evidence, using an artificial learning paradigm, to investigate whether the typological asymmetry observed in phonological counting correlates with a learnability profile. The findings show that an unattested segmental counting rule is more difficult to learn than its tonal counterpart, suggesting that learning biases may play a role in shaping the observed typological asymmetry.
Authors: Jian Cui, Hanna Shine, Youngah Do, Jesse Snedeker
Institutions: Harvard University, University of Hong Kong
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7135406169