Mapping Projective Content: An investigation of too in English

In this paper, I investigate the form-meaning mapping problem in child language acquisition (Clark, 1993, p.43) for a class of meanings (implications) called projective content and the words or constructions associated with them commonly referred to as triggers (Tonhauser et al., 2013). Since triggers are conventionally associated with projective content, I ask how children successfully limit the hypothesis space of concepts to learn their conventional form-meaning mappings, like any other item in the lexicon. However, unlike other lexical items, triggers are associated with the property of projection: their semantic contribution is unaffected by certain entailment canceling operators such as negation. Mapping projective content raises several important questions: How do children know which lexical items should be associated with projection and