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A mind map or mindmap is a multicoloured and image centered radial diagram that represents semantic or other connections between portions of learned material. For example, it can graphically illustrate the structure of government institutions in a state. Once a mind map is well-structured and well-established, it can be subject to review (e.g. with spaced repetition). The uniform graphic formulation of the semantic structure of knowledge may help reconsolidation of memories. This can make memories more stable and long lasting and may increase motivation to work on a task.
Origins
The mind map concept was originated by a British popular psychology author, Tony Buzan. He claimed the idea started forming as he wrote An Encyclopedia of the Brain and Its Use in 1971. The idea is that articles like this just rely on you reading left to right and top to bottom, while what we really do is scan the page. The use of the term "Mind Maps" for conducting self-help courses is trade-marked by The Buzan Organisation, Ltd. in the UK [1] (http://webdb4.patent.gov.uk/tm/number?detailsrequested=C&trademark=1424476) and the USA [2] (http://tarr.uspto.gov/servlet/tarr?regser=serial&entry=73823774&action=Request+Status), though the trade-mark does not appear in the records of the Canadian Intellectual Property Office [3] (http://strategis.ic.gc.ca/sc_mrksv/cipo/welcome/welcom-e.html).
The structure of a mind map is similar to that of the earlier concept map, which was developed by learning experts in the 1960s.
Uses of mind maps
The mind map is purported to have many applications in personal, family, educational, and business situations. Possibilities include note-taking, a modified variant of brainstorming (ideas are judged and put into an organized structure as opposed to the classical brainstorming where judgement is reserved for later stages), summarizing, revising and general clarifying of thoughts. For example, one could listen to a lecture and take down notes using mind maps for the most important points or keywords. Today, mind maps have a following among some students and managers around the world.
One can use mind maps as a mnemonic technique or to sort out a complicated idea. Mind maps can also be created collaboratively.
Mind map laws
These are the foundation structures of a Mind Map:
- Start in the centre with an image of the topic, using at least 3 colours.
- Use images, symbols, codes and dimensions throughout your Mind Map.
- Select key words and print using upper or lower case letters.
- Each word word/image must be alone and sitting on its own line.
- The lines must be connected, starting from the central image. The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre.
- Make the lines the same length as the word/image.
- Use colours – your own code – throughout the Mind Map.
- Develop your own personal style of Mind Mapping.
- Use emphasis and show associations in your Mind Map.
- Keep the Mind Map clear by using Radiant hierarchy, numerical order or outlines to embrace your branches.
Critical research on mind mapping
Buzan (1991) claims that the mind map is a vastly superior note taking method because it does not lead to the alleged "semi-hypnotic trance" state induced by the other note forms. Buzan also claims that the mind map utilizes the full range of left and right human cortical skills, balances the brain, taps into the 99% of your unused mental potential, and taps into your intuition (which he calls "superlogic"). However, research conducted on the technique suggests that these are just mind myths and marketing hype.
There are benefits to be gained by summarizing and organizing knowledge using various graphic organizers. However, Farrand, Hussain, and Hennessy (2002) found that the mind map technique had a limited impact on learning (only a 10% increase) and a significant decrease in motivation compared to preferred methods of note taking and idea generation techniques. They found that learners preferred to use other methods because mind mapping can be confusing when reviewed, they tended not to use multi-color notes, and the better students tended to use a wide variety of strategies rather than a single technique. Indeed, Pressley, VanEtten, Yokoi, Freebern, and VanMeter (1998) found that learners tended to learn far better by focusing on the content of learning material rather than worrying over any one particular form of note making.
Tools
Software ranging from freeware to high-level commmercial applications or free software (open source) have implemented mind mapping.
Even considering the questionable effectiveness of mind map techniques in learning, these tools can be used effectively to organise large amounts of information, combining spatial organisation, dynamic hierarchical structuring and node folding.
See also
References
- Buzan, T. (1991). The mind map book . New York: Penguin.
- Farrand P, Hussain F, Hennessy E. Med Educ. (2002) The efficacy of the 'mind map' study technique. May;36(5):426-31.
- Pressley, M., VanEtten, S., Yokoi, L., Freebern, G., & VanMeter, P. (1998). The metacognition of college studentship: A grounded theory approach. In: D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in theory and practice (pp. 347-367). Mahwah NJ: Erlbaum.
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