Core Points - The article discusses the phenomenon of aphantasia, a condition where individuals cannot visualize images in their mind, likening it to being "blind" in the mind [7][11] - A study from 2022 indicates that approximately 3.9% of the population experiences aphantasia, with 0.8% being completely unable to visualize [11][12] - Aphantasia is not considered a disorder but rather a different way of perceiving the world, similar to being left-handed [11][12] Group 1 - Aphantasia was first noted by neuroscientist Adam Zeman in 2003, gaining wider academic attention after a comprehensive review in 2015 [8] - Individuals with aphantasia can describe objects and their characteristics but cannot form vivid mental images [8][11] - The condition is measured using the Vividness of Visual Imagery Questionnaire (VVIQ), with scores below 32 indicating significant aphantasia [12] Group 2 - Aphantasia affects how individuals recall experiences, often leading to a reliance on abstract thinking rather than visual memory [17][24] - Research shows that aphantasia is linked to differences in brain connectivity between the visual cortex and the prefrontal cortex, affecting the integration of visual information [14] - Aphantasia may enhance abilities in abstract reasoning and conceptual thinking, making individuals more efficient in fields like mathematics and science [20][21] Group 3 - Aphantasia can lead to challenges in recalling personal memories and constructing a continuous self-narrative, but it may also reduce emotional distress from negative memories [25][27] - The article suggests that individuals with aphantasia should embrace their unique cognitive style rather than seek to change it, as it is a characteristic rather than a deficiency [28][30] - The diversity of cognitive styles, including aphantasia, highlights the complexity of human perception and understanding [29][30]

此外，陈全生提出，教育应重视抽象思维、逻辑思维及价值观塑造。希腊基础教育以数学、几何、音 乐、天文为核心，旨在培养世界观与自律精神。"数学训练抽象思维，几何培养逻辑推理，音乐传递人 类共同美感，天文则让人敬畏自然。" 陈全生呼吁AI技术应服务于这些目标，例如通过互动程序提升学生的提问能力。"学问学问，学会问问 题，你就有学问。"陈全生说。 谈及语言学习，陈全生认为外语不仅是工具，更是"认识世界的通道"。"多一门语言如同多一只眼睛， 能更立体地理解文化差异。"陈全生表示，要鼓励通过AI技术优化语言教育。 （文章来源：中国经营报） 4月11日，由中国经营报社与天立国际主办，中国社科院新闻与传播研究所媒介传播与青少年发展研究 中心协办的"AI赋能教育：探索转型升级与应用实践的新路径"研讨会在北京召开。 著名经济学家、国务院原参事陈全生在研讨会上表示，AI与教育的关系应明确"行为主体"，在该领域， AI的应用必须由教育行业主导。他提到，AI可替代规则性劳动，但情感、思维等非规则性教育仍需依 赖教师，在教育与AI的融合过程中，教师则扮演着非常重要的角色。 例如，AI可通过分析学生数据辅助教师制定个性化学习方案，但如何设 ...