Aphantasia can affect the learning process, but there is more than one way to learn something new. People with aphantasia develop alternative strategies to learn effectively. These resources provide valuable insights into learning with aphantasia.
Assessing aphantasia prevalence and the relation of self-reported imagery abilities and memory task performance
Beran, M. J., James, B. T., French, K., Haseltine, E. L., & Kleider-Offutt, H. M. (2023). Assessing aphantasia prevalence and the relation of self-reported imagery abilities and memory task performance. Consciousness and Cognition, 113, 103548. doi:10.1016/j.concog.2023.103548
Aphantasia was studied in a sample of 5,010 adults from the general population in the United States. The self-reported prevalence of aphantasia was found to be 8.9%. However, when assessed through visual imagery scales, the prevalence dropped to 1.5%, indicating that not all self-reported aphantasic individuals exhibited low visual imagery. Those who identified as aphantasic reported lower dream frequencies and self-talk, as well as poorer memory performance compared to those with average or high mental imagery. Interestingly, individuals with aphantasia showed a preference for written instruction over video instruction for learning a new task. The study suggests that using both scale measures and self-identification may offer a more consistent understanding of individuals lacking visual imagery.
A dual coding view of vocabulary learning
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly: Overcoming Learning Difficulties, 21(3), 221–238. doi:10.1080/10573560590949359
This study presents a new perspective on how to acquire sight vocabulary and develop meaningful vocabulary effectively. According to Dual Coding Theory, our cognitive processes occur through two codes - a verbal code for language and a nonverbal code for mental imagery. The study reviews the mixed research on using pictures in teaching sight vocabulary. It suggests ways to make it effective, such as using concrete and high-imagery words and word decodability. The study also reviews effective methods of teaching meaningful vocabulary, including self-generated imagery, illustrations, the keyword method, and verbal-associative methods. These results are relevant for both normal readers and those with reading difficulties.