Back to all research

Latent Profiles of Visual Imagery: Aphantasics, Mid-Range Imagers, and Hyperphantasics Experience Reading Differently

DOI: 10.1177/02762366241279404
Williams, R., & Suggate, S. P. (2024). Latent profiles of visual imagery: aphantasics, mid-range imagers, and hyperphantasics experience reading differently. Imagination, Cognition and Personality, 44(2), 168–194. doi:10.1177/02762366241279404

Abstract

Mental imagery differs markedly between people, with research tentatively identifying three categories, namely aphantasia, mid-range imagery, and hyperphantasia. Further, aphantasia poses interesting questions as to how people with low imagery experience reading. Accordingly, we used Latent Profile Analysis (LPA) on a sample of adults (n = 287) to see what distinct imagery profiles exist empirically. Second, we tested different imagery profiles for associations with different reading enjoyment and absorption experiences. The online correlational study asked participants to complete measures including the Vividness of Visual Imagery Questionnaire (VVIQ-2), the Story World Absorption Scale, and a measure of reading enjoyment. LPAs were run to identify imagery profiles and correlations were run with reading enjoyment and absorption. Results of the LPA validate the existence of three profiles. All groups reported moderate to high enjoyment and absorption, however, significant group differences existed between the lowest and highest imagers. Future research needs to better understand what these experiential differences are and how they may or may not affect reading ability.

Authors

  • Rosina Williams1
  • Sebastian Paul Suggate2

Understanding Mental Imagery and Reading Experiences

Overview/Introduction

Mental imagery, or the ability to visualize things in our minds, varies greatly among individuals. This study explores how different levels of mental imagery affect the reading experience. Researchers have identified three main categories of mental imagery: aphantasia (little to no mental imagery), mid-range imagery, and hyperphantasia (extremely vivid mental imagery). The study aims to understand how these differences influence reading enjoyment and absorption.

Methodology

  • Participants: 287 adults participated in an online study. They were selected based on criteria such as English proficiency and university-level education.
  • Measures: Participants completed the Vividness of Visual Imagery Questionnaire (VVIQ-2), the Story World Absorption Scale (SWAS), and a reading enjoyment scale.
  • Analysis: The study used Latent Profile Analysis (LPA) to categorize participants into imagery profiles and examined correlations between these profiles and reading experiences.

Key Findings

  • Imagery Profiles: The study confirmed the existence of three distinct imagery profiles: aphantasia, mid-range imagery, and hyperphantasia.
  • Reading Enjoyment and Absorption: All groups reported moderate to high levels of reading enjoyment and absorption. However, significant differences were found between those with aphantasia and hyperphantasia, particularly in how absorbed they felt in a story.
  • Imagery and Reading Correlation: There was a strong correlation between vivid mental imagery and the ability to become absorbed in a story, especially in terms of visualizing the story and feeling emotionally engaged.

Implications

  • Educational Practices: Understanding these differences can help tailor educational strategies to support students with varying levels of mental imagery. For instance, teaching methods that rely heavily on visualization may need to be adapted for those with aphantasia.
  • Further Research: The study suggests that more research is needed to explore how these imagery differences impact reading comprehension and other cognitive tasks.

Limitations

  • Sample Size and Diversity: The study's sample may not fully represent the diversity of mental imagery experiences, particularly in the mid-range category.
  • Generalizability: The findings are based on self-reported data, which may not capture the full complexity of individual reading experiences.
In conclusion, this study sheds light on the significant role mental imagery plays in reading experiences and highlights the need for further research to understand its broader implications.