Living and learning with a blind mind’s eye: college students with aphantasia

Abstract

Introduction Aphantasia, the inability to voluntarily generate visual mental imagery, affects approximately 2–5% of the population. The current study investigated how college students with aphantasia navigate academic environments despite lacking this cognitive ability, which is traditionally considered fundamental to learning. Method Study 1 quantitatively examined relationships between visual imagery ability and academic variables among 450 college students, while Study 2 qualitatively explored the experiences of 14 aphantasic college students through semi-structured interviews. Results While hyperphantasic students demonstrated significantly higher episodic memory, future thinking ability, and greater use of certain study behaviors (practice testing and explanation generation), no significant differences emerged in deep, strategic, or surface learning approaches. Qualitative analyses revealed four major compensatory mechanisms: (1) extensive externalization through list-making and organizational systems; (2) systematic verbal processing strategies; (3) anchoring new information to familiar references; and (4) multi-modal approaches to visual-heavy content. Conclusion These findings demonstrate that aphantasic students systematically externalize cognitive processes that others typically internalize through visualization. Despite lacking mental imagery, these compensatory strategies enable aphantasics to perform academically as well as their peers. This research highlights the brain’s remarkable adaptability and suggests approaches for creating more inclusive learning environments that accommodate diverse cognitive profiles.

Authors

• Jenel T. Cavazos1
• Hannah M. Baskin1
• Taylor M. Mashigian1
• M. Anthony Cavazos1

Living and learning with a blind mind’s eye: college students with aphantasia

Abstract

Introduction Aphantasia, the inability to voluntarily generate visual mental imagery, affects approximately 2–5% of the population. The current study investigated how college students with aphantasia navigate academic environments despite lacking this cognitive ability, which is traditionally considered fundamental to learning. Method Study 1 quantitatively examined relationships between visual imagery ability and academic variables among 450 college students, while Study 2 qualitatively explored the experiences of 14 aphantasic college students through semi-structured interviews. Results While hyperphantasic students demonstrated significantly higher episodic memory, future thinking ability, and greater use of certain study behaviors (practice testing and explanation generation), no significant differences emerged in deep, strategic, or surface learning approaches. Qualitative analyses revealed four major compensatory mechanisms: (1) extensive externalization through list-making and organizational systems; (2) systematic verbal processing strategies; (3) anchoring new information to familiar references; and (4) multi-modal approaches to visual-heavy content. Conclusion These findings demonstrate that aphantasic students systematically externalize cognitive processes that others typically internalize through visualization. Despite lacking mental imagery, these compensatory strategies enable aphantasics to perform academically as well as their peers. This research highlights the brain’s remarkable adaptability and suggests approaches for creating more inclusive learning environments that accommodate diverse cognitive profiles.

Authors

• Jenel T. Cavazos1
• Hannah M. Baskin1
• Taylor M. Mashigian1
• M. Anthony Cavazos1