Phonological features emerge substance-freely from the phonetics and the morphology

Abstract Theories of phonology claim variously that phonological elements are either innate or emergent, and substance-full substance-free. A hitherto underdeveloped source evidence for choosing between the four possible combinations these claims lies in showing precisely how a child can acquire elements. This article presents computer simulations showcase learning algorithm with which learner creates from large number sound–meaning pairs. In course language acquisition, features gradually emerge both bottom-up top-down, is, phonetic input (i.e., sound) semantic morphological structured meaning). our simulations, child's end up emerged links to sounds (phonetic substance) as well meanings (semantic substance), without containing substance. These therefore show emergent substance-free learnable. absence algorithms linking language-specific variable reality, emergence, results provide new type support theories