Neurofrontiering: A Conceptual Framework for Structured Interdisciplinary Domain Expansion in Autistic Cognition

Autistic cognition is frequently characterized by domain-specific specialization, heightened pattern recognition, and sustained attentional engagement within circumscribed interest areas (Baron-Cohen, 2002; Murray et al., 2005). While such specialization has been associated with both cognitive strengths and contextual challenges, relatively little theoretical work has proposed structured mechanisms for leveraging domain-specific expertise toward interdisciplinary cognitive expansion. This paper introduces Neurofrontiering, a conceptual framework describing a staged process in which individuals utilize a domain-specific cognitive anchor to intentionally integrate adjacent conceptual domains through systematic relational pattern mapping. The framework synthesizes monotropism theory, systemizing theory, transfer-of-learning research, and executive function literature. Neurofrontiering is presented as a strength-based cognitive-development model rather than a neurological or clinical intervention. Mechanistic hypotheses, statistical modeling pathways, and empirical testing designs are outlined. Extended limitations, theoretical boundary conditions, and ethical considerations are explicitly addressed. The framework is offered as a conceptual contribution requiring empirical validation. Keywords: autism, neurodiversity, transfer of learning, cognitive flexibility, systemizing, interdisciplinary cognition