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Mind-mapping was designed to use both sides to increase memory retention and

productivity (Buzan, 1976; Buzan, 1993), although critics argue that there is insufficient
evidence to support this. It was first developed for note-taking and visually representing
information in an interesting format without the limits or formality of standard written text.
One of the key advantages of mindmapping over standard note-taking is that the open
flowing format appears to support the natural thinking process, which is thought to go on
randomly and in a nonlinear way.
A mind map is a diagram used to visually organize information. A mind map is often
created around a single concept, drawn as an image in the center of a blank landscape 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. Mind maps can be drawn by hand, either as "rough 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.
Mapping has been used in a variety of contexts, and has developed into a tool used to
represent an individuals or groups knowledge and ideas about one particular theme. More
recently, mind-mapping software that integrates with common project management
programs is increasingly being used as a visual aid in discussing key components, tasks or
risks of projects. A review of different packages is beyond the scope of this article, but see
Frey 2006 and numerous web-reviews. Concept-maps, a variation on mindmaps (Novak and
Govin, 1984; Novak, 1990), show the concepts connected to a given subject together with
their interrelations. Concept-maps are particularly useful for representing thesometimes
unconsciousknowledge of the individual or group drawing the map. Developed as a
research tool, they have been widely used in educational, psychology and health care settings
where the key task was to visualise the mental model of concepts that individuals use to
interpret the world around them.
A Mind Map is an outline in which the major categories radiate from a central image
and lesser categories are captured as branches of larger branches. The author describes an inclass exercise in which small groups of students create a Mind Map for a specific topic. This
exercise is another example of an active and collaborative learning tool that instructors can
use to move beyond chalk and talk. The exercise can also help incorporate activities for
diverse learning styles into economics courses and can re-energize a course in mid-semester.
Ideas for Mind Map topics for a wide variety of economics courses are provided.
As with other diagramming tools, 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. Mind maps have many applications in personal, family,
educational, and business situations, including notetaking, brainstorming (wherein ideas are
inserted into the map radially around the center node, without the implicit prioritization that comes
from hierarchy or sequential arrangements, and wherein grouping and organizing is reserved for later
stages), summarizing, as a mnemonic technique, or to sort out a complicated idea. Mind maps are also
promoted as a way to collaborate in color pen creativity sessions. In addition to these direct use
cases, data retrieved from mind maps can be used to enhance several other applications for instance
expert search systems, search engines and search and tag query recommender. To do so, mind maps can
be analysed with classic methods of information retrieval to classify a mind map's author or documents
that are linked from within the mind map.
To summarize, mind maps can be used when persons want to do any of the following activities:
1. To learn
2. To record a talk or lecture
3. To prepare for a talk or paper
4. To study for an exam
5. To ask questions
6. To exercise the brain
7. To generate creative ideas
8. To get started quickly
9. To brainstorm alone, or with others
10. To search for patterns and connections
11. To search for what is missing
12. To speculate: to ask, what if?
13. To reveal and explore personal values
14. To dream and create a personal vision
15. To merge poetry and design
16. To walk on a moonbeam (Einstein)
17. To communicate
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18. To reveal the nature of your thinking to


others
19. To demonstrate a structure or pattern to
others
20. To organize your thoughts for a talk
21. To record a meeting
22. To generate enthusiasm and involvement
23. To make decisions
24. To get everyones input
25. To analyze a problem
26. To get organize, or organize information
27. To separate the important from the
extraneous
28. To be sure you are working on the right
problem
29. To reach a consensus or a vision
30. To record everyones ideas in one place
A Mind Map is a form of an outline with ideas and pictures radiating out from a

central concept (Buzan and Buzan 1993; Wycoff 1991). Excellent, extensive Mind Maps can
be found throughout Buzan and Buzan (1993). As with a traditional outline, a Mind Map is
based on organizing information via hierarchies and categories. But in a Mind Map, the
hierarchies and associations flow out from a central image in a free-flowing, yet organized and
coherent, manner. Major topics or categories associated with the central topic are captured by
branches flowing from the central image. Each branch is labeled with a key word or image.
Lesser items within each category stem from the relevant branches.

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Four factors that affect supply are demographics, land availability, regulation,

and construction costs and each of these is captured by a lesser branch flowing from the major
supply branch. Within construction costs, for example, several lesser dimensions flow from it:
the costs of lumber, windows, drywall, and labor. On the demand side, several major categories
are identified as affecting demand and each of these lesser branches in turn have lesser branches
capturing dimensions of each category.
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In addition to the obvious radial structure, note more carefully that each branch
is captured by a single key word, not a phrase or sentence. Using single words reduces ideas to
their core. Important ideas are not obscured by extraneous words. And new associations are not
limited by more specific phrases. Buzan and Buzan (1993) emphasize that the central point in
the Mind Map must always be an image because the brain is drawn to an image more than a
word. Moreover, the use of images in the entire Mind Map is recommended. Similarly,
differences in the size of the branches and the associated words are used to reinforce
associations and to add emphasis. The other difference to highlight is the use of color.3 A
traditional outline is often monochromatic whereas the use of color is important in creating
Mind Maps. In particular, many Mind Maps use one color for each major category to aid in
organization. As articulated in Buzan and Buzan (1993), these differences can make Mind
Maps powerful tools.4 Research on memory and learning emphasizes the importance of
associations (Driscoll 2000). The radiant structure of a Mind Map with explicit branches
promotes associations. The use of color for different categories can also make more powerful
associations. The use of emphasis in a Mind Map, for example with thicker main branches and
larger printing, can also foster recall of information. The focus on using single key words can
foster more expansive connections and confining the entire Mind Map to a single piece of paper
allows one to see the entire picture at once and perhaps stimulate additional associations.
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Buzan suggests the following guidelines for creating mind maps:
1.
2.
3.
4.
5.

Start in the center with an image of the topic, using at least 3 colors.
Use images, symbols, codes, and dimensions throughout your mind map.
Select key words and print using upper or lower case letters.
Each word/image is best alone and sitting on its own line.
The lines should be connected, starting from the central image. The lines become thinner as

they radiate out from the center.


6. Make the lines the same length as the word/image they support.
7. Use multiple colors throughout the mind map, for visual stimulation and also for encoding or
grouping.
8. Develop your own personal style of mind mapping.

9. Use emphasis and show associations in your mind map.


10. Keep the mind map clear by using radial hierarchy or outlines to embrace your branches.
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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. Mind maps are based on radial
hierarchies and tree structures denoting relationships with a central governing concept, whereas
concept maps are based on connections between concepts in more diverse patterns. However,
either can be part of a larger personal knowledge base system.
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Modelling graphs. There is no rigorous right or wrong with mind maps, relying
on the arbitrariness of mnemonic systems. A UML diagram or a semantic network has
structured elements modelling relationships, with lines connecting objects to indicate
relationship. This is generally done in black and white with a clear and agreed iconography.
Mind maps serve a different purpose: they help with memory and organization. Mind maps are
collections of words structured by the mental context of the author with visual mnemonics, and,
through the use of colour, icons and visual links, are informal and necessary to the proper
functioning of the mind map.
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A study by Holland et al (2003/2004) established Mind Mapping to be a
valuable technique for helping someone plan and structure projects and assignments more
effectively. The experimental subjects in this study were able to improve the structure,
coherence and, consequently, the quality of their written work and were able to draw value from
the technique for project managing practical work. Testimony that a Mind Map is an invaluable
tool for planning and organising your thinking for any project!
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Mento et al (1999) observed that a number of executives made clear and
compelling presentations using only a transparency of their Mind Map, without fumbling about
with notes. They were also able to handle challenging questions with confidence. Their ability
to handle the presented material in such an effective way was attributed to better recall of the
information because it had been captured and stored in an integrated, radiating manner rather
than linearly. They could also internalise it better because it was their unique representation of
the information.
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The Mind Mapping process involves a unique combination of imagery, colour
and visual-spatial arrangement which is proven to significantly improve recall when compared
to conventional methods of note-taking and learning by rote.
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A study by Farrand, Hussain and Hennessey (2002) found that Mind
Mapping improved the long-term memory of factual information in medical students by 10%.

They reported that Mind Maps provide an effective study technique when applied to written
material and are likely to encourage a deeper level of processing for better memory
formation.
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Wickramisinghe et al (2007) discovered that the majority of medical students

who had been newly introduced to Mind Mapping perceived it to be helpful for memorising
information in an organised way compared to their previous self-study techniques.
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Research by Toi (2009) shows that Mind Mapping can help children recall
words more effectively than using lists, with improvements in memory of up to 32%.
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Incorporating Mind Mapping into the teaching of comprehension skills
enhances students understanding and memory of comprehension passages (Wong-Ang Gek
Moi and Ong Lee Lian, 2007)
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Mind Mapping is a helpful method for remembering the relationships and steps
that are necessary for mathematical processes (Entrekin, 1992).
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There are several research studies that demonstrate the value of colour. For
instance, a study conducted by Xerox Corporation and International Communications Research
in 2003 uncovered the following results from participants:
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92% believe colour presents an image of impressive quality.
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90% feel colour can assist in attracting new customers.
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90% believe customers remember presentations and documents better when colour is
used.
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83% believe colour makes them appear more successful.
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81% think colour gives them a competitive edge.
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76% believe that the use of colour makes their business appear larger to clients.
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