Concept Maps and Mind Maps

Phenomena appear in the awareness, "come to mind", with or without outward references. And phenomena are reflected in ideas, at least ideally. Idea maps are concept maps (a concept is idea-based or an idea). Variants may be called 'mind maps' by a less suitable term. Mind maps differ from concept maps in that mind maps focus on only one word or idea, whereas concept maps connect multiple words or ideas. Also, concept maps typically have text labels on their connecting lines/arms.

Now, it is not the mind that is mapped in a 'mind map', but ideas - mainly several salient points. Such keywords are jotted down on paper and connected according to some layout.

A good table of contents in a book is for overview too, and shows much of the same. However, there may be no central part with branches in different directions from there in such a table. We say a table of content is "linear" (line by line downwards, with insertions as fit), and an idea map is like a flower or plant - where main topics branch out from a central part - the calyx or nave, so to speak.

As for puposes, mind maps can be used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, and writing. The use of diagrams (graphic visualisations) that "mapped" information using branching and radiii traces back to at least the third century CE.

There are many books on mind maps for sale today, and an article in the Wikipedia encyclopedia.

Research

Do mind maps help pupils and students? It depends. Is it wise to let data programs draw them automatically? Think about it. Do automatons help in the long run? Do they somehow take over, and in part make automatons of humans? It would depend on who is in control in the long run.

It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking. It is only a suggestion.

Cunningham conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".

Positive opinions on their effectiveness, are much more prominent among students of art and design than among students of computer and information technology.

A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions". However, results were inconsistent, and therefore not as reliable as desired.

(A source: WP, "Mind map")

Learning can be a "many-splendoured thing"

There is a lack of solid and non-flimsy research on the effects of mind maps. There is a need to discern carefully between different sorts of people (artistic or others); different sorts of maps (concept maps and mind maps); and different sorts of effects (such as long-term effects and short-lived ones on the one hand, and subjective versus measured effects on the other hand). Also, there are different kinds of learning to sort out, apart from the learning situation (Illeris 2009, 19). Knud Illeris explains many forms levels of learning, emphasising that the learner builds up or construes learning as mental structures. He sorts out these:

1. Primitive. A type of learning is involved in the training of animals (conditioning, or making use use of reflexes). It may not be unsound.
2. Additive. A common type of learning is termed assimilative or learning by addition, meaning that the new element is linked as an addition to a scheme or pattern that is already established. Assimilation (additive learning) as described by Piaget, is a type of learning that characterises general, sound and normal everyday learning.
3. Accommodative. Accommodation too, as described by Piaget, is a type of learning that characterises general, sound and normal everyday learning. One often has these choices: (a) Don't adapt anything or anyone; (b) adapt wholesale to the circumstances; (c) adapt somewhat and adapt somewhat to you - it should be a win-win thing; (d) adapt something or others wholly to you and your needs. Per-Erik Ellström (2001) speaks about adaptation-oriented learning, as well.

4. Transformative. There is also learning that has been called significant, expansive, transitional or transformative learning. This higher form of learning suggests personality changes in its wake, and with changed orientations too. Among theoreticians, Per-Erik Ellström speaks about adaptation-oriented and development-oriented learning.

Much learning contains something from some of the layers listed above. Competence can be built up by a combination some of them. (Cf. Illeris 2009, 12-14, abstracted)

| Also, in his How We Learn, Dr Illeris describes how assimilative and accommodative learning processes are supposed to interact. (2007, 150 ff)

Some things depend on developing skills

Becoming proficient in Mind Mapping takes just a few hours. - Florian Rustler (2010, 215).

That can and should be doubted. It is far better to doubt with care than to be taken in by oiled claims, including marketing claims of proponents. [Kalama Sutta]

For all that, it is sensible in many circumstances to decide on the salient, strong points in a matter and arrange them neatly as is convenient. It is possible to embed such points into some suitable matrix to sequence them and see what you come up with. In some cases such a cognitive map may show the flow and arrangement of topics, ideas and how they fit into a wider cognitive structure.

See a "Get Tao" article on the site for examples. That sort of essay-table can be put to practical use, aimed at one or more sorts of enrichments.

Allow for practice in forming gist (summaries), so they may get more helpful. When what you come up with seems suspicious, or not entirely convincing, or the tasks that conclusions may lead to, seem hard and arduous, consider whether there may be more suitable conclusions or alternatives along with them. Improvements and alternatives in life are often possible. Thus, take some time to reflect and consider and reconsider, weighing alternatives thoughfully.

◎ The lack of ample and thorough research findings on using mind-maps in various forms of study for different sorts of people may not feel good for proponents on shaky legs.