Changes

There are benefits to be gained by applying a wide range of graphic organizers, and it follows that the mind map, specifically, is not equally suited to all learning tasks.  

There are benefits to be gained by applying a wide range of graphic organizers, and it follows that the mind map, specifically, is not equally suited to all learning tasks.  

Scholarly research by Farrand, Hussain, and Hennessy ([[2002]]) found that the mind map technique had a limited but significant impact on recall only, in [[undergraduate]] students (a 10% increase over baseline for a 600-word text only) as compared to preferred study methods (a &minus;6% increase over baseline).  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 using a mind map was an unfamiliar technique, and its status as a "memory enhancing" technique engendered reluctance to apply it.<ref name=Farrand2002>{{cite journal [http://www.blackwell-synergy.com/links/doi/10.1046/j.1365-2923.2002.01205.x/full/] 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 taking.<ref>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

Scholarly research by Farrand, Hussain, and Hennessy ([[2002]]) found that the mind map technique had a limited but significant impact on recall only, in [[undergraduate]] students (a 10% increase over baseline for a 600-word text only) as compared to preferred study methods (a &minus;6% increase over baseline).  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 using a mind map was an unfamiliar technique, and its status as a "memory enhancing" technique engendered reluctance to apply it.[http://www.blackwell-synergy.com/links/doi/10.1046/j.1365-2923.2002.01205.x/full/] 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 taking. 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

==Tools==

==Tools==