Imagine a bright red apple. Most people can do this easily, conjuring the apple's shape, colour and shine. But for others, the image is vague and blurry, or they see nothing at all. This condition, known as aphantasia or a 'blind mind's eye', reflects individual differences in mental imagery.
Research suggests mental imagery exists on a continuum, and this can significantly impact how students learn. Every day in class, students are encouraged to 'visualise', 'imagine', or 'picture' concepts. In geography, they need to imagine landscapes or weather systems. In science, they are asked to mentally represent atoms, electric currents or molecular processes. But what happens when a student cannot easily do this?
Why mental imagery matters
When students can create a clear mental picture, that image may help them understand, organise and remember new information. However, research suggests students with weak mental imagery may need to work harder and may not experience these benefits to the same extent. This can manifest as taking longer to understand new ideas or needing more support to remember what they have learned. Instead of relying on mental images, they may process information through words, logic, memorisation or repeated rehearsal, increasing what psychologists call cognitive load.
Prevalence of weak mental imagery
Children with weak mental imagery may be less likely to report 'seeing pictures in their mind' when reading stories, recalling past events or imagining future situations. They may rely more on verbal descriptions, facts or step-by-step reasoning. This is not uncommon. In a recent study, researchers estimated about 10% of students had 'no' or 'dim' mental imagery, while about 30% reported their mental imagery was only 'somewhat' vivid.
The study: load reduction instruction
The study examined a teaching approach called 'load reduction instruction', which emphasises making steps in the learning process as clear as possible, reducing difficulty early on, providing ample practice opportunities, and offering constructive feedback. The researchers investigated whether teachers' use of this approach helps students with weak mental imagery in science, a subject heavily reliant on visualising both concrete and abstract concepts, such as the three-dimensional orientation of a magnet or imaginary field lines.
The study involved 1,451 high school students from years 7 to 10 across seven private schools in Sydney. Five schools were co-educational, one was single-sex boys', and one was single-sex girls'. The researchers assessed students' mental imagery, their experience of load reduction instruction, and their achievement via a science test. They also considered factors such as prior achievement, age, gender and socio-economic background.
Key findings
Students with weaker mental imagery tended to achieve lower results in the science test. However, these students' results improved by about 20% if their teachers used the load reduction instruction approach. Notably, test results for students with stronger mental imagery also improved, by about 10%, with load reduction instruction. This suggests the teaching approach benefits a wide range of students.
According to the researchers, 'These findings offer a first insight into the role of classroom teaching in assisting students with weak mental imagery.' The task now is to extend survey research to experimental research that objectively assesses students' mental imagery and adjusts teaching approaches to test their effects for students with formally identified weak mental imagery.
Implications for teachers and parents
Many schoolwork activities unintentionally assume students think in the same way, but students differ in how they process information. Good teaching and learning support recognises these differences. Practical strategies include breaking down invisible processes into smaller, tangible steps, using visual supports and physical models, and employing clear, practical language instead of abstract instructions like 'imagine this'.
For example, rather than expecting students to picture electric currents, teachers can use a simple diagram or circuit kit. AI tools can also help suggest ways to break topics down. Using diagrams, simulations, and physical models externalises ideas. Teachers can use household objects like marbles to represent particles before translating ideas into equations. Instead of saying 'particles gain energy and spread out', provide a sequence of images showing particles before, during, and after heating.
Beyond school
Although the study focused on students in school, the implications are broader. Mental imagery is used in many walks of life, including navigating unfamiliar places, packing a suitcase, practising sport or music skills, assembling furniture, preparing a meal, and planning for future events. Understanding that people vary in this ability may help teachers and parents provide learning experiences that work for a wider range of students, both at school and at home.
