Rule learning is the ability to extract abstract rules or regularities from experience and apply them to novel situations. Unlike associative learning, which links specific stimuli and responses, rule learning captures the underlying structure — "if A then B," "alternate between categories," "add one to the previous number" — enabling unlimited generalization. Rule learning is central to language acquisition, mathematical reasoning, and cognitive development.
Rule Learning in Infancy
Marcus, Vijayan, Bandi Rao, and Vishton (1999) demonstrated that 7-month-old infants could learn abstract rules from brief auditory sequences. After hearing syllable triples following an ABA pattern (ga-ti-ga, li-na-li), infants showed surprise (longer looking) when presented with new syllables in an ABB pattern (wo-fe-fe) versus the familiar ABA pattern (wo-fe-wo). Critically, the test syllables were entirely new, demonstrating that infants extracted the abstract pattern (ABA vs. ABB) rather than memorizing specific syllable sequences.
Rules vs. Statistics
A major debate concerns whether rule learning is distinct from statistical learning. Rule-based accounts propose that learners extract discrete, symbolic rules (e.g., "the third item repeats the first"). Statistical learning accounts propose that learners track distributional regularities (transitional probabilities, frequency patterns) that can approximate rule-like behavior without symbolic rules. Evidence suggests both mechanisms contribute: statistical learning captures probabilistic patterns in continuous input, while rule learning captures algebraic relationships that generalize beyond the training distribution.
Rule learning is considered essential for language acquisition. Grammatical rules (such as "add -ed to form past tense" in English) must be extracted from finite input and applied to an unlimited number of new cases. Children's overregularization errors ("goed," "foots") demonstrate that they extract and overapply morphological rules rather than simply memorizing forms. This ability to go beyond the input — to produce and understand sentences never before encountered — is what Chomsky called the "creative aspect of language use."