Editing Mind map (section)

===Effectiveness===
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 [[spider diagram]]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 [[Note-taking|note taking]]. A meta study about [[concept map]]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.