Mental imagery skills among students of Architecture, Fine Arts and Psychology
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https://doi.org/10.17979/reipe.2026.13.2.13406Abstract
Mental imagery skills play a fundamental role in numerous learning processes and in the development of competencies associated with different academic and professional fields. This study examined differences in image vividness, image control, mental rotation, and spatial imagery among university students enrolled in Architecture, Fine Arts, and Psychology programs. A total of 240 students took part, completing standardized measures of image vividness, image control, mental rotation, and spatial imagery. Unlike previous research, participants were categorised according to whether they exhibited high or low levels of each skill, which allowed for a more precise examination of performance profiles across academic disciplines. The results showed that Architecture students displayed consistent advantages in several mental imagery skills, particularly in spatial imagery and mental rotation. Moreover, among participants with high imagery abilities, Architecture students excelled in vividness and control of imagery compared to those studying Fine Arts and Psychology. In contrast, differences were less pronounced among participants with lower levels of certain skills. These findings suggest that the specific learning demands of certain academic programs may be associated with differences in the development of mental imagery skills, and highlight the importance of taking these abilities into account in educational and academic guidance contexts.
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