{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,7]],"date-time":"2026-05-07T05:14:48Z","timestamp":1778130888661,"version":"3.51.4"},"reference-count":122,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,5,7]],"date-time":"2026-05-07T00:00:00Z","timestamp":1778112000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Cognit."],"abstract":"<jats:p>Longstanding distinctions between \u201cverbal\u201d and \u201cmathematical\u201d minds continue to shape educational assessment, curriculum design, and how learners are categorized by perceived cognitive strengths. Yet plenty of evidence from psychology and cognitive neuroscience points to a more unified model of intelligence that refutes the false dichotomy. In this article, I propose dual-domain cognitive fluency (DDCF) as a way to describe how the human mind can move fluidly between words and numbers and derive meaning from both. Building on research in symbolic cognition, executive function, and cognitive flexibility, this article identifies three dimensions: symbolic translation between modalities, cognitive flexibility across task demands, and layered reasoning, which integrates propositional logic with linguistic abstraction. DDCF captures the symbolic agility now required in knowledge-based environments where the integration of representational systems matters more than isolated domain expertise. Examples range from data storytelling in journalism to algebraic modeling in the social sciences\u2014contexts in which verbal and quantitative reasoning operate in tandem. These insights matter for pedagogy, curriculum design, and the evolving demands of data-intensive workplaces. Far from a niche ability, dual-domain fluency reflects a generalizable cognitive capacity that existing models of intelligence have struggled to measure, reward, or systematically support.<\/jats:p>","DOI":"10.3389\/fcogn.2026.1727422","type":"journal-article","created":{"date-parts":[[2026,5,7]],"date-time":"2026-05-07T04:57:10Z","timestamp":1778129830000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Beyond the left-right brain divide: a framework for dual-domain cognitive fluency"],"prefix":"10.3389","volume":"5","author":[{"given":"Don A.","family":"Affognon","sequence":"first","affiliation":[{"name":"Department of Educational Psychology, University of Nevada","place":["Las Vegas, NV, United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1965","published-online":{"date-parts":[[2026,5,7]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"13505","DOI":"10.1007\/s10639-023-11739-z","article-title":"Implementation of micro-credentials in higher education: a systematic literature review","volume":"28","author":"Ahsan","year":"2023","journal-title":"Educ. 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