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Congenital aphantasia is a recently characterized experience defined by the inability to form voluntary visual imagery, in spite of intact semantic memory, recognition memory, and visual perception. Because of this specific deficit to visual imagery, aphantasia serves as an ideal population for probing the nature of representations in visual memory, particularly the interplay of object, spatial, and symbolic information. Here, we conducted a large-scale online study of aphantasics and revealed a dissociation in object and spatial content in their memory representations. Sixty-one aphantasics and matched controls with typical imagery studied real-world scene images, and were asked to draw them from memory, and then later copy them during a matched perceptual condition. Drawings were objectively quantified by 2,795 online scorers for object and spatial details. Aphantasics recalled significantly fewer objects than controls, with less color in their drawings, and an increased reliance on verbal scaffolding. However, aphantasics showed incredibly high spatial accuracy, equivalent to controls, and made significantly fewer memory errors. These differences between groups only manifested during recall, with no differences between groups during the matched perceptual condition. This object-specific memory impairment in aphantasics provides evidence for separate systems in memory that support object versus spatial information.

Little is known of the retest reliability of emotional cognitive tasks or the impact of using different tasks employing similar emotional stimuli within a battery. We investigated this in healthy subjects. We found improved overall performance in an emotional attentional blink task (EABT) with repeat testing at one hour and one week compared to baseline, but the impact of an emotional stimulus on performance was unchanged. Similarly, performance on a facial expression recognition task (FERT) was better one week after a baseline test, though the relative effect of specific emotions was unaltered. There was no effect of repeat testing on an emotional word categorising, recall and recognition task. We found no difference in performance in the FERT and EABT irrespective of task order. We concluded that it is possible to use emotional cognitive tasks in longitudinal studies and combine tasks using emotional facial stimuli in a single battery.

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