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{{about|the visual diagram|the geographical concept|Mental mapping}}
A '''mind map''' or '''mindmap''' is a multicoloured and image centered radial diagram that represents ] or other connections between portions of learned material. For example, it can graphically illustrate the structure of ] institutions in a ]. Once a mind map is well-]d and well-established, it can be subject to review (e.g. with ]). The uniform graphic formulation of the semantic structure of ] may help reconsolidation of memories. This can make memories more stable and long lasting and may increase ] to work on a task.
{{Short description|Diagram to visually organize information}}
] or elbow pit, including an ] of the central concept]]
{{InfoMaps}}
A '''mind map''' is a ] used to visually organize information into a ], showing relationships among pieces of the whole.<ref>{{cite book |last=Hopper |first=Carolyn H. |date=2007 |chapter=Mapping |title=Practicing College Learning Strategies |edition=4th |location=Boston |publisher=] |pages= |isbn=978-0618643783 |oclc=70880063 |chapter-url=https://archive.org/details/practicingcolleg00caro_0/page/139 |chapter-url-access=registration}}</ref> It is often based on a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas ] from those major ideas.


Mind maps can also be drawn by hand, either as "notes" during a lecture, meeting or planning session, for example, or as higher quality pictures when more time is available. Mind maps are considered to be a type of ].<ref>{{cite web|url=http://dictionary.cambridge.org/dictionary/british/mind-map?q=mind+map |title=Mind Map noun - definition in the British English Dictionary & Thesaurus - Cambridge Dictionaries Online |publisher=Dictionary.cambridge.org |access-date=2013-07-10}}</ref>
]


==Origins== == Origin ==
Although the term "mind map" was first popularized by British ] author and television personality ],<ref>{{cite journal |title=Tony Buzan obituary |journal=] |pages=57 |url=https://www.thetimes.co.uk/article/tony-buzan-obituary-wmfjjtkk9 |date=17 April 2019 |quote=With receding hair, a toothy grin and a ready sense of humour, he popularised the idea of mental literacy with mind mapping, a thinking technique that he said was inspired by methods used by Leonardo da Vinci and Albert Einstein, as well as by Joseph D Novak's ideas of 'concept mapping'. Others thought him little more than a good salesman, exuding confidence and backing up his 'pseudoscience' with an impressive and seductive range of facts and figures.}}</ref><ref>{{cite journal |last=Serig |first=Dan |date=October 2011 |title=Research review: Beyond brainstorming: the mind map as art |journal=Teaching Artist Journal |volume=9 |issue=4 |pages=249–257 |doi=10.1080/15411796.2011.604627 |s2cid=219642688 |quote=Tony Buzan claims to be the inventor of mind maps. While he may have coined the term, the idea that he invented them is quite preposterous if you have ever seen reproductions of Leonardo da Vinci's sketchbooks.}}</ref> the use of diagrams that visually "map" information using branching and ] traces back centuries.<ref name=Lima>{{cite book |last=Lima |first=Manuel |author-link=Manuel Lima |date=2014 |title=The Book of Trees: Visualizing Branches of Knowledge |location=New York |publisher=] |isbn=9781616892180 |oclc=854611430 |url=https://archive.org/details/bookoftreesvisua0000lima |url-access=registration}}</ref> These pictorial methods record knowledge and model systems, and have a long history in learning, ], ], ], and ] by educators, engineers, psychologists, and others. Some of the earliest examples of such graphical records were developed by ], a noted thinker of the 3rd century, as he graphically visualized the concept ].<ref name=Lima/> Philosopher ] (1235–1315) also used such techniques.<ref name=Lima/>


Buzan's specific approach, and the introduction of the term "mind map", started with a 1974 ] TV series he hosted, called ''Use Your Head''.<ref>{{cite book |last=Buzan|first=Tony |date=1974 |title=Use Your Head |location=London |publisher=BBC Books |isbn=0563107901 |oclc=16230234 |url=https://archive.org/details/useyourhead0000buza_t8g2 |url-access=registration}}</ref> In this show, and companion book series, Buzan promoted his conception of radial tree, diagramming key words in a colorful, radiant, tree-like structure.<ref>{{cite web |url=http://www.knowledgeboard.com/item/2980 |title=Buzan claims mind mapping his invention in interview |website=KnowledgeBoard |archive-url=https://web.archive.org/web/20100213000356/http://www.knowledgeboard.com/item/2980 |archive-date=2010-02-13}}</ref>
People have been using graphic organizers for centuries, although the claim to the origin of the mind map has been made by a ] ] author, ]. He claimed the idea started forming as he wrote ''An Encyclopedia of the Brain and Its Use'' in ]. He argues that 'traditional' articles rely on the reader to scan left to right and top to bottom, whilst what actually happens is that the brain will scan the entire page in a non-linear fashion. He also uses popular assumptions about the ] in order to promote the exclusive use of mind mapping over other forms of note making.


==Differences from other visualizations==
The use of the term "Mind Maps" is trade-marked by The Buzan Organisation, Ltd. in the ] and the ] , though the trade-mark does not appear in the records of the ] .
* '']s'': Mind maps differ from ] in that mind maps are based on a radial hierarchy (]) denoting relationships with a central concept,<ref name=Lanzing>{{cite journal |last=Lanzing |first=Jan |date=January 1998 |title=Concept mapping: tools for echoing the minds eye |journal=Journal of Visual Literacy |volume=18 |issue=1 |pages=1–14 (4) |doi=10.1080/23796529.1998.11674524 |quote=The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several. This means that a mind map can be represented in a hierarchical tree structure.}}</ref> whereas concept maps can be more free-form, based on connections between concepts in more diverse patterns.<ref>{{cite journal |last1=Romance |first1=Nancy R. |last2=Vitale |first2=Michael R. |date=Spring 1999 |title=Concept mapping as a tool for learning: broadening the framework for student-centered instruction |journal=] |volume=47 |issue=2 |pages=74–79 (78) |jstor=27558942 |doi=10.1080/87567559909595789 |quote=Shavelson et al. (1994) identified a number of variations of the general technique presented here for developing concept maps. These include whether (1) the map is hierarchical or free-form in nature, (2) the concepts are provided with or determined by the learner, (3) the students are provided with or develop their own structure for the map, (4) there is a limit on the number of lines connecting concepts, and (5) the connecting links must result in the formation of a complete sentence between two nodes.}}</ref> Also, concept maps typically have text labels on the links between nodes. However, either can be part of a larger ] system.
* ''Modeling graphs'' or '']s'': There is no rigorous right or wrong with mind maps, which rely on the arbitrariness of ] associations to aid people's information organization and memory. In contrast, a modeling graph such as a ] structures elements using a precise standardized iconography to aid the design of systems.


==Research==
The structure of a mind map has a similar but simplified radial structure compared to that of the earlier original ], which was developed by learning experts in the ].


===Effectiveness===
==Purported Uses of Mind Maps==
Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".<ref name="Cunningham05">{{cite thesis| type=Ph.D.| first=Glennis Edge |last=Cunningham| title=Mindmapping: Its Effects on Student Achievement in High School Biology| year=2005| publisher=The University of Texas at Austin |citeseerx=10.1.1.399.5818 |hdl=2152/2410}}</ref> Other studies also report some subjective positive effects of the use of mind maps.<ref name="Holland2004">{{cite book| first1=Brian |last1=Holland|first2=Lynda |last2=Holland|first3=Jenny |last3=Davies| title=An investigation into the concept of mind mapping and the use of mind mapping software to support and improve student academic performance| year=2004 | publisher=University of Wolverhampton |hdl=2436/3707|isbn=9780954211646 }}</ref><ref name="Antoni2006">{{cite journal| author1=D'Antoni, A.V.
|author2= Zipp, G.P.| title=Applications of the Mind Map Learning Technique in Chiropractic Education: A Pilot Study and Literature| year=2006 |journal=Journal of Chiropractic Humanities |volume=13 |pages=2–11 |doi=10.1016/S1556-3499(13)60153-9}}</ref> Positive opinions on their effectiveness, however, were much more prominent among students of art and design than in students of computer and information technology, with 62.5% vs 34% (respectively) agreeing that they were able to understand concepts better with mind mapping software.<ref name="Holland2004" /> Farrand, Hussain, and Hennessy (2002) found that ]s (similar to concept maps) had limited, but significant, impact on memory recall in undergraduate students (a 10% increase over baseline for a 600-word text only) as compared to preferred study methods (a 6% increase over baseline).<ref name= Farrand2002>{{cite journal |author=Farrand, P. |author2=Hussain, F. |author3=Hennessy, E. |year=2002 |title=The efficacy of the mind map study technique |journal=Medical Education |volume=36 |issue=5 |pages=426–431 |doi=10.1046/j.1365-2923.2002.01205.x |pmid=12028392|s2cid=29278241 }}</ref> This improvement was only robust after a week for those in the diagram group and there was a significant decrease in motivation compared to the subjects' preferred methods of ]. A meta study about ]ping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".<ref name="Nesbit06">{{cite journal| author1=Nesbit, J.C.|author2= Adesope, O.O.| title=Learning with concept and knowledge maps: A meta-analysis| journal=Review of Educational Research| year=2006| volume=76| number=3| pages=413–448| publisher=Sage Publications| doi=10.3102/00346543076003413|s2cid= 122082944|url= https://zenodo.org/record/894664}}</ref> The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". However, results were inconsistent, with the authors noting "significant heterogeneity was found in most subsets". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students.


===Features===
The mind map is purported to have many applications in personal, family, ]al, and ] situations. Possibilities include note-taking, a modified variant of ] (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 ]s. For example, one could listen to a lecture and take down notes using mind maps for the most important points or keywords. One can also use mind maps as a ] or to sort out a complicated idea. Mind maps can also be created collaboratively in colour pen creativity sessions. The mind map literature even instructs that one can find the perfect lover, persuade clients, develop intuitive powers, create global harmony, and tap the deeper levels of conciousness using the "special powers" of mind mapping.
Joeran Beel and Stefan Langer conducted a comprehensive analysis of the content of mind maps.<ref name="Beel2011d">{{cite book |first1=Joeran |last1=Beel |first2=Stefan |last2=Langer |chapter=An Exploratory Analysis of Mind Maps| title=Proceedings of the 11th ACM Symposium on Document Engineering (DocEng'11)| year=2011| publisher=ACM| chapter-url=http://docear.org/papers/An%20Exploratory%20Analysis%20of%20Mind%20Maps%20--%20preprint.pdf |pages=81–84 |isbn=978-1-4503-0863-2 }}</ref> They analysed 19,379 mind maps from 11,179 users of the mind mapping applications ] (now ]) and ]. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about three words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7,500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps.


===Automatic creation===
Claims have been made, including in some advertising for mindmapping software and literature, that managers and students have said that they find the techniques of mind mapping to be useful, being better able to retain information and ideas than by using traditional 'linear' note taking methods.
There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.<ref name="Brucks2008">{{cite arXiv |first1=Claudine |last1=Brucks |first2=Christoph |last2=Schommer| title=Assembling Actor-based Mind-Maps from Text Stream| year=2008| eprint=0810.4616| class=cs.CL}}</ref> Rothenberger et al. extracted the main story of a text and presented it as mind map.<ref name="Rothenberger2008">{{cite arXiv |author1=Rothenberger, T|author2= Oez, S|author3= Tahirovic, E|author4=Schommer, Christoph| title=Figuring out Actors in Text Streams: Using Collocations to establish Incremental Mind-maps| eprint=0803.2856| year=2008 |class= cs.CL}}</ref> There is also a patent application about automatically creating sub-topics in mind maps.<ref>{{cite patent|title=Software tool for creating outlines and mind maps that generates subtopics automatically|country=US|number=2009119584|status=application|pubdate=2009-05-07|inventor1-last=Herbst|inventor1-first=Steve}}, since abandoned.</ref>

Mindmaps can be drawn by hand, either as 'rough notes', for example, during a lecture or meeting, or can be more sophisticated in quality. Examples of both are illustrated. There are also a number of ] packages available for producing mind maps (see below).

==Mind mapping guidelines==
]

]

These are the foundation structures of a Mind Map, although these are open to free interpretation by the individual:
#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/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 &#8211; your own code &#8211; 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.

(See: BUZAN, Tony. The Mind Map Book. Chapter "Mind Mapping Guidelines").

==Scholarly 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, there has been research conducted on the technique which suggests that such claims may actually be marketing hype based on urban myths about the ] and the ].

There are benefits to be gained by applying a wide range of graphic organizers, and it follows that the mind map specifically, is limited to only a few learning tasks. Research by Farrand, Hussain, and Hennessy (2002) found that the mind map technique had a limited but significant impact on recall only, in ] students (a 10% increase over baseline for a 600-word text only) as compared to preferred study methods (a &minus;6% increase over baseline). However this improvement was only robust after a week for those in the mind map group, and there was a significant decrease in motivation compared to the subjects' preferred methods of note taking. They suggested that learners preferred to use other methods because mind mapping was an unfamiliar technique, and its status as a "memory enhancing" technique engendered reluctance to apply it. 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. Indeed, applying the range of college techniques that Buzan (1991) dismisses leads to more than 40% increase in learning (Novak 1993) compared to mind mapping.

To date, there is no empirical evidence to support claims that mind mapping can balance or make better use of each ] in comparison with any other mental activity.


==Tools== ==Tools==
] can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites, images and videos.<ref>{{cite web|url=http://www.imdevin.com/top-10-totally-free-mind-mapping-software-tools/|title=Top 10 Totally Free Mind Mapping Software Tools|last=Santos|first=Devin|date=15 February 2013|publisher=IMDevin|access-date=10 July 2013|archive-url=https://web.archive.org/web/20130807152823/http://www.imdevin.com/top-10-totally-free-mind-mapping-software-tools/|archive-date=7 August 2013|url-status=dead}}</ref> It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional ].<ref name="Farrand2002" />
] ranging from ] to high-level commercial applications or free software (open source) have implemented mind mapping.


==Gallery==
* ] is a commercial mind-mapping software by MindJet. Running on MS Windows operating system and integrated with MS Office.
The following dozen examples of mind maps show the range of styles that a mind map may take, from hand-drawn to computer-generated and from mostly text to highly illustrated. Despite their stylistic differences, all of the examples share a ] that hierarchically connects sub-topics to a main topic.
* ] is a commercial mind-mapping application for ]. Features include arbitrary branch shapes, a branch proposal system, and integrated ] support.
<gallery>
* is highly visual model mapping software for children running on MS Windows.
File:100 PM Team.png
* (Shareware) for ] can generate a structured map from an outline.
File:A Mind Map on ICT and Pedagogy.jpg
* ], mind-mapping software licensed under ].
File:Acid-base Disorders.png
* is an ] mind-mapping application for ] and MS Windows.
File:Aspirin and other Salicylates(2).png
*
File:Branches of Brachial plexus.jpeg
File:Cranial nerves.PNG
File:Doing-things-differently-mind-map-paul-foreman.png
File:Economics Concepts - student flashcard.png
File:LighthouseMap.pdf
File:MindMapGuidlines.svg
File:Spray diagram Student learning characteristics.png
File:Tennis-mindmap.png
</gallery>


==See also==
These tools can be used effectively to organise large amounts of information, combining ] organisation, dynamic hierarchical structuring and node folding.
{{Portal|Education}}
{{Div col|colwidth=20em}}
* ]
* ]
* ]
* ]
* ]
* ]
* ]
* ]
* ]
* ]
{{Div col end}}


==See also== ==References==
{{reflist|30em}}
*]
*]
*]
*]
*]


==References== ==External links==
*{{Commons category-inline|Mind maps}}
* 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. EBSCOHost. Retrieved May 5th, 2005.
* Novak, J. D. (1993). How do we learn our lesson? : Taking students through the process. The Science Teacher, 60(3), 50-55.
* 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.


{{Group creativity techniques}}
== External links ==
{{Strategic planning tools}}
*
{{Mindmaps}}
*
* http://www.mapyourmind.com/ - A commercial site promoting mind-mapping and mind-mapping software
* http://www.geocities.com/buzanguru/MindMapping1.html &mdash; mind map overview and advocacy
*


{{Authority control}}
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Latest revision as of 21:09, 14 September 2024

This article is about the visual diagram. For the geographical concept, see Mental mapping. Diagram to visually organize information
A mind map about the cubital fossa or elbow pit, including an illustration of the central concept
detail of a Tree of Knowledge after Diderot & d'Alembert's Encyclopédie, by Chrétien Frédéric Guillaume Roth
Information mapping
Topics and fields
Node–link approaches
See also

A mind map is a diagram used to visually organize information into a hierarchy, showing relationships among pieces of the whole. It is often based on a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas.

Mind maps can also be drawn by hand, either as "notes" during a lecture, meeting or planning session, for example, or as higher quality pictures when more time is available. Mind maps are considered to be a type of spider diagram.

Origin

Although the term "mind map" was first popularized by British popular psychology author and television personality Tony Buzan, the use of diagrams that visually "map" information using branching and radial maps traces back centuries. These pictorial methods record knowledge and model systems, and have a long history in learning, brainstorming, memory, visual thinking, and problem solving by educators, engineers, psychologists, and others. Some of the earliest examples of such graphical records were developed by Porphyry of Tyros, a noted thinker of the 3rd century, as he graphically visualized the concept categories of Aristotle. Philosopher Ramon Llull (1235–1315) also used such techniques.

Buzan's specific approach, and the introduction of the term "mind map", started with a 1974 BBC TV series he hosted, called Use Your Head. In this show, and companion book series, Buzan promoted his conception of radial tree, diagramming key words in a colorful, radiant, tree-like structure.

Differences from other visualizations

  • Concept maps: Mind maps differ from concept maps in that mind maps are based on a radial hierarchy (tree structure) denoting relationships with a central concept, whereas concept maps can be more free-form, based on connections between concepts in more diverse patterns. Also, concept maps typically have text labels on the links between nodes. However, either can be part of a larger personal knowledge base system.
  • Modeling graphs or graphical modeling languages: There is no rigorous right or wrong with mind maps, which rely on the arbitrariness of mnemonic associations to aid people's information organization and memory. In contrast, a modeling graph such as a UML diagram structures elements using a precise standardized iconography to aid the design of systems.

Research

Effectiveness

Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science". Other studies also report some subjective positive effects of the use of mind maps. Positive opinions on their effectiveness, however, were much more prominent among students of art and design than in students of computer and information technology, with 62.5% vs 34% (respectively) agreeing that they were able to understand concepts better with mind mapping software. Farrand, Hussain, and Hennessy (2002) found that spider diagrams (similar to concept maps) had limited, but significant, impact on memory recall in undergraduate students (a 10% increase over baseline for a 600-word text only) as compared to preferred study methods (a 6% increase over baseline). This improvement was only robust after a week for those in the diagram group and there was a significant decrease in motivation compared to the subjects' preferred methods of note taking. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions". The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". However, results were inconsistent, with the authors noting "significant heterogeneity was found in most subsets". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students.

Features

Joeran Beel and Stefan Langer conducted a comprehensive analysis of the content of mind maps. They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (now Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about three words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7,500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps.

Automatic creation

There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams. Rothenberger et al. extracted the main story of a text and presented it as mind map. There is also a patent application about automatically creating sub-topics in mind maps.

Tools

Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites, images and videos. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.

Gallery

The following dozen examples of mind maps show the range of styles that a mind map may take, from hand-drawn to computer-generated and from mostly text to highly illustrated. Despite their stylistic differences, all of the examples share a tree structure that hierarchically connects sub-topics to a main topic.

See also

References

  1. Hopper, Carolyn H. (2007). "Mapping". Practicing College Learning Strategies (4th ed.). Boston: Houghton Mifflin. pp. 139–143. ISBN 978-0618643783. OCLC 70880063.
  2. "Mind Map noun - definition in the British English Dictionary & Thesaurus - Cambridge Dictionaries Online". Dictionary.cambridge.org. Retrieved 2013-07-10.
  3. "Tony Buzan obituary". The Times: 57. 17 April 2019. With receding hair, a toothy grin and a ready sense of humour, he popularised the idea of mental literacy with mind mapping, a thinking technique that he said was inspired by methods used by Leonardo da Vinci and Albert Einstein, as well as by Joseph D Novak's ideas of 'concept mapping'. Others thought him little more than a good salesman, exuding confidence and backing up his 'pseudoscience' with an impressive and seductive range of facts and figures.
  4. Serig, Dan (October 2011). "Research review: Beyond brainstorming: the mind map as art". Teaching Artist Journal. 9 (4): 249–257. doi:10.1080/15411796.2011.604627. S2CID 219642688. Tony Buzan claims to be the inventor of mind maps. While he may have coined the term, the idea that he invented them is quite preposterous if you have ever seen reproductions of Leonardo da Vinci's sketchbooks.
  5. ^ Lima, Manuel (2014). The Book of Trees: Visualizing Branches of Knowledge. New York: Princeton Architectural Press. ISBN 9781616892180. OCLC 854611430.
  6. Buzan, Tony (1974). Use Your Head. London: BBC Books. ISBN 0563107901. OCLC 16230234.
  7. "Buzan claims mind mapping his invention in interview". KnowledgeBoard. Archived from the original on 2010-02-13.
  8. Lanzing, Jan (January 1998). "Concept mapping: tools for echoing the minds eye". Journal of Visual Literacy. 18 (1): 1–14 (4). doi:10.1080/23796529.1998.11674524. The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several. This means that a mind map can be represented in a hierarchical tree structure.
  9. Romance, Nancy R.; Vitale, Michael R. (Spring 1999). "Concept mapping as a tool for learning: broadening the framework for student-centered instruction". College Teaching. 47 (2): 74–79 (78). doi:10.1080/87567559909595789. JSTOR 27558942. Shavelson et al. (1994) identified a number of variations of the general technique presented here for developing concept maps. These include whether (1) the map is hierarchical or free-form in nature, (2) the concepts are provided with or determined by the learner, (3) the students are provided with or develop their own structure for the map, (4) there is a limit on the number of lines connecting concepts, and (5) the connecting links must result in the formation of a complete sentence between two nodes.
  10. Cunningham, Glennis Edge (2005). Mindmapping: Its Effects on Student Achievement in High School Biology (Ph.D.). The University of Texas at Austin. CiteSeerX 10.1.1.399.5818. hdl:2152/2410.
  11. ^ Holland, Brian; Holland, Lynda; Davies, Jenny (2004). An investigation into the concept of mind mapping and the use of mind mapping software to support and improve student academic performance. University of Wolverhampton. hdl:2436/3707. ISBN 9780954211646.
  12. D'Antoni, A.V.; Zipp, G.P. (2006). "Applications of the Mind Map Learning Technique in Chiropractic Education: A Pilot Study and Literature". Journal of Chiropractic Humanities. 13: 2–11. doi:10.1016/S1556-3499(13)60153-9.
  13. ^ Farrand, P.; Hussain, F.; Hennessy, E. (2002). "The efficacy of the mind map study technique". Medical Education. 36 (5): 426–431. doi:10.1046/j.1365-2923.2002.01205.x. PMID 12028392. S2CID 29278241.
  14. Nesbit, J.C.; Adesope, O.O. (2006). "Learning with concept and knowledge maps: A meta-analysis". Review of Educational Research. 76 (3). Sage Publications: 413–448. doi:10.3102/00346543076003413. S2CID 122082944.
  15. Beel, Joeran; Langer, Stefan (2011). "An Exploratory Analysis of Mind Maps" (PDF). Proceedings of the 11th ACM Symposium on Document Engineering (DocEng'11). ACM. pp. 81–84. ISBN 978-1-4503-0863-2.
  16. Brucks, Claudine; Schommer, Christoph (2008). "Assembling Actor-based Mind-Maps from Text Stream". arXiv:0810.4616 .
  17. Rothenberger, T; Oez, S; Tahirovic, E; Schommer, Christoph (2008). "Figuring out Actors in Text Streams: Using Collocations to establish Incremental Mind-maps". arXiv:0803.2856 .
  18. US application 2009119584, Herbst, Steve, "Software tool for creating outlines and mind maps that generates subtopics automatically", published 2009-05-07 , since abandoned.
  19. Santos, Devin (15 February 2013). "Top 10 Totally Free Mind Mapping Software Tools". IMDevin. Archived from the original on 7 August 2013. Retrieved 10 July 2013.

External links

  • Media related to Mind maps at Wikimedia Commons
Group creativity techniques
Strategic planning tools
Argument mapping, concept mapping, and mind mapping software
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