Abstract
Are there cognitive connections between humans' ability to make music and their understanding of math and numbers? This question has motivated centuries of speculation across the fields of philosophy and education and an increasing number of empirical studies of the topic. We review research at the intersection of numerical and music cognition, and establish its relevance both to the applied sphere (e.g., education) and to core theoretical issues in the cognitive sciences. Next, we identify notable limitations within the literature, and attempt to explain some of the likely causes of-and solutions to-these limitations. Finally, we propose specific themes of focus (spatialization and the mapping between symbolic and nonsymbolic representations) for future research aimed at understanding whether there is shared cognitive architecture for reasoning about number and math. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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