Jean Berko's study explores how children learn English morphology, focusing on their ability to apply morphological rules to new words. Using nonsense words, the study tests whether children can generalize morphological patterns, such as plural, past tense, and possessive forms. The research reveals that children can internalize these rules, even if they are not explicitly taught. For example, if a child correctly forms the plural of a made-up word like *gutch* as *gutches*, it indicates they understand the morphological rule. The study also examines how children's knowledge of these rules develops, suggesting a progression from simple to more complex rules. The study involved 12 adults and children from preschool and first grade. Children were presented with nonsense words and asked to form plurals, past tenses, and possessives. The results showed that children could apply morphological rules to new words, although their accuracy varied. For instance, children were more successful in forming plurals ending in /-s/ or /-z/ when the phonological rules dictated the form. However, they struggled with the /-æz/ allomorph, which requires more complex phonological knowledge. The study also found no significant sex differences in children's ability to handle English morphology. Boys and girls performed similarly on most items, suggesting that gender does not significantly affect morphological learning. Age differences were also observed, with first graders performing better than preschoolers on many items, particularly in forming plurals and past tenses. The study highlights that children's morphological knowledge is influenced by phonological rules and their exposure to a variety of words. While children can apply simple rules, they often struggle with more complex ones, indicating that morphological learning is a gradual process. The findings suggest that children's understanding of morphology is closely tied to their phonological awareness and exposure to language patterns. The study underscores the importance of both phonological and morphological knowledge in language acquisition, emphasizing that children are capable of applying rules to new words, even if they are not explicitly taught.Jean Berko's study explores how children learn English morphology, focusing on their ability to apply morphological rules to new words. Using nonsense words, the study tests whether children can generalize morphological patterns, such as plural, past tense, and possessive forms. The research reveals that children can internalize these rules, even if they are not explicitly taught. For example, if a child correctly forms the plural of a made-up word like *gutch* as *gutches*, it indicates they understand the morphological rule. The study also examines how children's knowledge of these rules develops, suggesting a progression from simple to more complex rules. The study involved 12 adults and children from preschool and first grade. Children were presented with nonsense words and asked to form plurals, past tenses, and possessives. The results showed that children could apply morphological rules to new words, although their accuracy varied. For instance, children were more successful in forming plurals ending in /-s/ or /-z/ when the phonological rules dictated the form. However, they struggled with the /-æz/ allomorph, which requires more complex phonological knowledge. The study also found no significant sex differences in children's ability to handle English morphology. Boys and girls performed similarly on most items, suggesting that gender does not significantly affect morphological learning. Age differences were also observed, with first graders performing better than preschoolers on many items, particularly in forming plurals and past tenses. The study highlights that children's morphological knowledge is influenced by phonological rules and their exposure to a variety of words. While children can apply simple rules, they often struggle with more complex ones, indicating that morphological learning is a gradual process. The findings suggest that children's understanding of morphology is closely tied to their phonological awareness and exposure to language patterns. The study underscores the importance of both phonological and morphological knowledge in language acquisition, emphasizing that children are capable of applying rules to new words, even if they are not explicitly taught.