Research on physical exercise and cognition in educational settings has largely emphasized practical questions of efficacy, asking whether interventions improve executive function or academic performance. Although valuable, this focus can obscure the potential of interventions to inform more fundamental questions about cognitive organization. In this commentary, we argue that structured interventions—such as brief bouts of physical exercise—can function as diagnostic perturbations that reveal how cognitive processes are recruited, constrained, and expressed in context. Using Zhang et al. (2026) as a case study, we show how selective effects of exercise on mathematics-specific inhibitory control, alongside null effects on domain-general inhibition, can provide a theoretically informative dissociation. Interpreted through a perturbation-based framework, these findings have the potential to place meaningful constraints on models of executive function, highlight the role of measurement alignment and ecological context, and expose limitations of dominant operationalizations that may reflect measurement inertia rather than genuine invariance. We argue that treating interventions as probes of cognitive architecture, rather than solely as tools for enhancement, can enrich both basic and applied research. More broadly, this perspective supports a dynamic, context-sensitive view of cognition in which null effects, domain specificity, and ecological constraints are integral to theory building rather than obstacles to be overcome.
