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Description: In this Registered Report, we investigate how morphology affects word learning. To this aim, we compare: (i) suffixed novel words (e.g., flibness); (ii) novel words that end in non-morphological, but frequent letter chunks (e.g., flibew); and (iii) novel words with non-morphological, low-frequency endings (e.g., flibov). We embed these words into sentences, and let participants learn about their meaning implicitly, via the sentences themselves (i.e., no explicit definition is provided). We then test the learning of the novel words, as well as the learning of the stem (e.g., if participants learn that "flibness" is a state of happiness, to what extent they’ll also infer that "flib" must mean happy?). Following a small pilot study (n=14) which validated the paradigm and the design, and tested our analysis pipeline, we conducted a full scale experiment with 84 participants (as per power analyses). The paper is now under revision as a Stage 2 Registered Report at Royal Society Open Science.