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

DOI: 10.3389/fpsyg.2025.1615860
Cavazos, J. T., Baskin, H. M., Mashigian, T. M., & Cavazos, M. A. (2025). Living and learning with a blind mind’s eye: college students with aphantasia. Frontiers in Psychology, 16. doi:10.3389/fpsyg.2025.1615860

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

What This Study Is About

Researchers wanted to know how college students who can’t “see” pictures in their heads still manage to succeed in school. They looked at the clever "brain hacks" and strategies these students use to learn and remember information without using mental imagery.

How They Studied It

The researchers conducted two studies. First, they surveyed 450 college students about their study habits and memory. They compared students with aphantasia (a "blind mind’s eye") to those with hyperphantasia (people with super-vivid mental imagery). Second, they did deep-dive interviews with 14 aphantasic students to hear exactly how they navigate difficult subjects like organic chemistry or anatomy.

What They Found

The researchers discovered that while students with aphantasia found it harder to remember specific past events or imagine the future, they were just as successful in their classes as their peers! They didn't have a "worse" way of learning; they just had a *different* way.
To keep up, they used four main "compensatory strategies":
1. Externalizing: Using massive amounts of lists and calendars because they can’t "see" their schedule in their head.
2. Verbalizing: Talking ideas out loud or using a strong "inner voice" to process information.
3. Anchoring: Connecting new facts to things they already know (like comparing a scientific concept to a person they know).
4. Hands-on Learning: Preferring physical models or diagrams they can actually see with their eyes rather than imagining them.

What This Might Mean

This suggests that mental imagery—the ability to picture things in your mind—is just one tool in a very large toolbox. If you don't have that tool, your brain is incredibly good at finding workarounds.
However, we have to be careful: the interview group was small and mostly female, so we can’t say for sure if every person with aphantasia uses these exact same tricks. It does suggest that teachers should provide more than just "visual" ways to learn to support all types of thinkers.

One Interesting Detail

One student described how they struggled with 3D shapes in chemistry until they could actually hold a physical model. They said, "All of my classmates would, like, get it... I didn't understand how 'cause I couldn't see it." Once they had the physical object, they performed just as well as everyone else!
This summary was generated by AI and may contain errors. Always refer to the original paper for accuracy.