Learning with aphantasia presents a unique educational journey that challenges our assumptions about how the mind processes information. In our increasingly visual world, where education systems are built around the premise that most people can “see” information in their mind’s eye, what happens to the 1-5% of learners who experience the world without mental imagery?
The answer is more complex and fascinating than early researchers initially imagined.
The Visual Foundation of Modern Education
Walk into any classroom today, and you’ll witness the dominance of visual learning strategies. Teachers routinely instruct students to “picture this” or “visualize the problem,” drawing on decades of research showing that 65% of learners are visual learners who process information most effectively through imagery.
Since the 1970s, cognitive scientists have consistently demonstrated that mental imagery plays a vital role in learning for most people. The ability to create and manipulate visual representations in one’s mind enhances memory retention, accelerates comprehension, and improves information recall across subjects from literature to mathematics.
This reliance on visualization isn’t arbitrary. Our brains are naturally wired to process visual information quickly and efficiently. Think back to a favorite childhood book – for most readers, it was the vivid mental illustrations that brought characters and scenes to life, creating memories that could be recalled years later.
But this educational foundation rests on an assumption that not everyone shares: the ability to create mental images at will.
Learning with Aphantasia: When Mental Imagery Isn’t Available
The term “aphantasia” – describing the inability to create visual mental images – was coined in 2015 by neurologist Adam Zeman and his colleagues at the University of Exeter. While scientists have documented this phenomenon since the 1880s, its recent naming has sparked important conversations about learning differences and educational approaches.
For people with aphantasia, the standard educational experience can feel fundamentally disconnected. Where classmates describe “seeing” diagrams in their heads during study sessions, those with aphantasia work with entirely different mental processes – thinking in words, concepts, or abstract ideas rather than pictures.
The condition often extends beyond visual imagery alone. Many people with aphantasia also experience limited mental sounds, reduced imagined touch sensations, and difficulty recalling specific tastes and smells. This creates a cognitive experience that differs markedly from the mental landscape most educational strategies assume.
The Learning Disability Debate
The emergence of aphantasia in public discourse has generated significant debate about its implications for learning. A 2016 Guardian article titled “If you can’t imagine, how can you learn things?” raised concerns about potential learning difficulties, given that over the many decades of research, visual imagery appears crucial for reading comprehension, vocabulary acquisition, literacy development, and more.
Science writer Mo Costandi argued in the piece that despite limited systematic research on aphantasia, educators should consider developing alternative learning strategies, writing: “If the condition impinges on a child’s ability to learn, then perhaps we should devise alternative learning strategies for them.”
However, this perspective assumes a direct correlation between the absence of visual imagery and learning difficulties – an assumption that emerging aphantasia research challenges.
Neurologist Adam Zeman, who helped establish the scientific framework for understanding aphantasia, offers a more nuanced view: “We know that children with aphantasia tend not to enjoy descriptive texts, and this may well influence their reading comprehension, but there isn’t any evidence directly linking it to learning disabilities yet.”
Reframing the Question
PhD student Kathryn Bates, writing in BOLD in 2019, challenged the assumption that missing one cognitive ability necessarily impairs another cognitive ability. Her argument centers on the complexity of human learning and adaptation.
“We need to be wary of the inference that because ability A (creating mental images) can enhance ability B (reading comprehension) then the absence of ability A is likely to lead to the absence of ability B,” Bates cautioned. “As we know, this is simply not always the case in learning.”
She illustrated this point with a musical analogy: “Reading sheet music might aid your ability to learn to play the piano, however, not being able to read sheet music does not mean you will not be able to learn to play the piano.”
This reframing suggests that rather than viewing aphantasia as a limitation, researchers and educators might better understand it as an alternative cognitive pathway that could reveal new insights about how we learn, or, more importantly, how different minds learn in other ways.
Unexpected Cognitive Advantages of Aphantasia
Emerging research into this variance has uncovered surprising advantages associated with aphantasia, particularly in spatial reasoning tasks. Mental rotation – the ability to manipulate objects mentally in three-dimensional space – was long assumed to require visualization. This skill underlies everything from reading maps to solving geometric problems to fitting luggage into car trunks.
Yet recent studies have revealed that people with aphantasia not only complete mental rotation tasks successfully but often outperform their visualizing counterparts. The key difference is that they take longer to process the information, suggesting they’re using alternative cognitive strategies to achieve similar and/or superior results.
This finding has profound implications. As one study concluded: “The inability to visualize may actually improve mental rotation skills.”
The discovery highlights broader cognitive strengths and adaptations that people with aphantasia, or image-free thinking, tend to develop. For example:
- Enhanced Verbal Processing: Greater reliance on linguistic and semantic reasoning systems rather than visual imagery pathways.
- Analytical Thinking Strengths: Some studies suggest advantages in tasks requiring logical reasoning and structured problem-solving approaches.
- Alternative Memory Strategies: Development of non-visual approaches to information storage and retrieval that may be more robust in certain contexts.
- Sophisticated Compensation Mechanisms: Evolution of cognitive strategies that accomplish through alternative pathways what others achieve through mental imagery.
Aphantasia Success Stories
The notion that aphantasia impairs learning faces its strongest challenge in the remarkable achievements of people who have succeeded at the highest levels of visually demanding fields despite their condition.
Ed Catmull co-founded Pixar and served as president of Walt Disney Animation Studios – leading companies built on visual imagination. Craig Venter became the first scientist to sequence the human genome. Blake Ross created Mozilla Firefox, revolutionizing web browsing. Glen Keane animated some of Disney’s most beloved characters, including The Little Mermaid. John Green wrote “The Fault in Our Stars,” one of the most successful young adult novels of recent decades, demonstrating that rich, emotionally resonant storytelling doesn’t require the author to visualize scenes. Penn Jillette built a career around magical performances that depend on audience visualization.
These individuals succeeded not by overcoming their aphantasia, but by developing learning and creative strategies that worked with their unique cognitive architecture rather than against it.
Theoretical Frameworks for Understanding Learning Differences
Allan Paivio’s Dual Coding Theory, proposed in 1971, offers one lens for understanding how people with aphantasia might learn effectively. The theory suggests that information can be stored and processed through two independent but interacting systems: verbal and visual.
For people with aphantasia, this framework is particularly relevant because it confirms that visual processing is only one pathway for information handling. In the absence of visual imagery, verbal and conceptual systems may develop enhanced sophistication and efficiency.
However, Dual Coding Theory has limitations. It assumes cognitive processing relies primarily on words and images, potentially overlooking other methods of information handling that people with aphantasia might develop.
As research into learning with aphantasia continues, novel insights may reveal new cognitive pathways that expand our understanding of human learning capacity entirely.
The Current Aphantasia Research Landscape
Research on learning with aphantasia remains in its early stages. While scientists have established that aphantasia doesn’t constitute a learning disability, questions remain about the specific mechanisms people with the condition use to acquire new skills and knowledge.
Some people upon discovering their aphantasia, worry about past learning challenges or attribute academic difficulties to their condition. However, the evidence suggests a different narrative: that humans are remarkably adaptive, developing alternative cognitive strategies when traditional pathways are unavailable.
The challenge for researchers is mapping these alternative strategies systematically. Understanding how successful people with aphantasia learn could reveal new educational approaches that benefit not just those with the condition, but learners more broadly.
Implications for Education
The growing awareness of aphantasia raises important questions about educational practice. If a significant portion of learners cannot access visualization-based teaching methods, educational systems may need to expand their methodological toolkit.
This doesn’t necessarily mean wholesale changes to curricula, but rather recognition that effective teaching involves multiple pathways to the same learning objectives. For some students, “picture this” instructions are meaningless – but “consider the logical relationships” or “think about the verbal descriptions” might unlock the same understanding.
The key insight emerging from aphantasia research is that learning differences don’t necessarily represent learning deficits. Instead, they may reveal the remarkable diversity of human cognitive architecture and the multiple pathways through which knowledge can be acquired and applied.
Learning With Aphantasia
Learning with aphantasia represents more than just an interesting neurological phenomenon – it’s a window into the fundamental diversity of human cognition. As aphantasia research continues, these investigations may reveal not just how people without mental imagery learn, but new approaches to learning that could benefit everyone.
The story of aphantasia and learning is still being written. Each aphantasia study, each personal account, and each successful adaptation adds to our understanding of the remarkable flexibility of human minds. Rather than viewing aphantasia as a limitation to overcome, we might better understand it as an alternative cognitive pathway that offers unique insights into the multiple ways humans can successfully navigate and understand their world.
For the millions of people learning with aphantasia, the message is increasingly clear: different doesn’t mean deficient. It means discovering and developing the learning strategies that work best for our unique mind.
