Editorial: Beyond Cognitive Ability

The past 70 years of research in learning has primarily favoured a cognitive perspective. As such, learning and learning performance were measured based on factors such as memory, encoding, and retrieval. More sophisticated learning activities, such as perspective changes, still relied on a fundamental cognitive architecture (Dunlosky & Rawson, 2019). Early researchers advocating for a constructivist learning lens, such as Piaget, also...