The real power of Mind Mapping lies in the way it allows us to think visually. Visual thinking taps into multiple aspects of the brain, freeing the mind to understand and process information in ways that go far beyond what can be achieved using linear methods such as lists and tables. The design of a Mind Map mimics how pathways are established when new or existing information is passed between brain cells i.e. it works just like the brain! Because of this, creating a Mind Map makes it easier and faster to build new connections and recall information. So if you want to be more creative, plan better, solve complex problems, save time, communicate well, accelerate your learning, improve recall or generally perform better all-round, a Mind Map is a great way to go about it.  

What is a Mind Map? 

A Mind Map is a visual diagram used to record and organise information in a way which the brain finds captivating and easy to process. Thoughts, ideas or facts are laid out around a central theme so that you can clearly ‘see’ their flow across different levels. Unlike linear methods for recording information, a Mind Map doesn’t rely on large amounts of written text but instead uses lines, symbols, key words, colour and images all according to simple, brain-friendly concepts. The technique was invented and popularised by author and ‘brain expert’ Tony Buzan in the 1970s and is now used by millions of people worldwide – in business, at school or at home. 

Mind Maps are built around several key elements which have been proven to play an important role in unleashing your thinking capacity:

1) Radiant, organic structure – works just like your brain

In a Mind Map, information is structured in a way that mirrors exactly how the brain functions – in a radiant rather than linear manner. The brain likes to work on the basis of association and it will connect every idea, memory or piece of information to tens, hundreds and even thousands of other ideas and concepts (Anokhin, 1973). 

By forcing the brain to go in a linear direction, conventional methods of recording information impede this process. Adding new items to a list or column in a linear sequence actually funnels out your thinking, so as you get lower and lower down the list, your creativity bottoms out and you stop thinking. Consequently, your potential to get or retain all of the information available to you is limited – not exactly ideal when you’re brainstorming, studying or capturing new information!

The concept of Radiant Thinking

Mind Mapping on the other hand, is the external expression of Radiant Thinking and so provides a limitless, more natural and efficient way of using your brain (Buzan and Buzan, 1994). Beginning from a central focal point, you can work outwards to record ideas in a random yet organised fashion which matches your brain’s thinking patterns. Thick, curved branches are used to lay out your main ideas and progressively thinner sub-branches are then connected to hold secondary levels of thought, sub-topics and supporting data. Using organic, flowing branches matches the visual rhythm of the brain. So by creating a Mind Map, you’re literally mapping out your thoughts and ideas! 

Fig - The radiant structure of a Mind Map

This is a highly personal activity and is supported by research which shows that individual perceptions play a significant role in assimilating, organising, accommodating and retaining information (Ornstein, 1986, 1991). The radiant structure of a Mind Map also encourages you to continue thinking for longer – it’s much easier to ‘see’ new opportunities between the branches of your map and your thinking will flow naturally to try and fill in the blank spaces. 

Research on learning has uncovered that the connection-building and individual sense-making benefits of Mind Maps are vital to the improved understanding of abstract concepts (Roth & Roychoudhury, 1992). What’s more, the process of manifesting your thinking in a visual way requires a more active level of motivation and involvement (Novak, 1998). As a result, Mind Mapping promotes more meaningful learning than learning by rote or simply memorising facts and figures. Brain researcher Russell (1979) adds that “the more you consciously attend to something, the greater will be the depth of processing. The greater the depth of processing, the more meaningful the material becomes”. 

Organic Mind Mapping with iMindMap

iMindMap provides an organic software environment that allows you to express thoughts, ideas and facts in full harmony with the concept of radiant thinking. The software prompts you to create a central theme (image and title) and positions it in the centre of the screen ready for you to start Mind Mapping. All you need to do to create your own organic free-flowing branches is click and drag your mouse from the centre and type your topics. The flexible workspace gives you lots of creative freedom to make your Mind Maps truly personal - you can change the shape and length of your branches, shift things around and even draw freehand branches. 

References:

Anokhin P.K. (1973). ‘The forming of natural and artificial intelligence’. Impact of Science in Society, Vol. XXIII 3.

Buzan, T. and Buzan, B. (1994), The mind map book: How to use radiant thinking to maximize your brains untapped potential. Dutton.

Novak, J. (1998), Learning, creating and using knowledge. Concept maps as facilitative tools in schools and corporations. Mahwah: Lawrence Erlbaum.

Ornstein, R. (1986), Multimind: A new way of looking at human behaviour, Boston: Houghton Mifflin.

Ornstein, R. (1991), The evolution of consciousness. New York: Prentice Hall Press.

Roth, W.M. and Roychoudhury, A. (1992), ‘The social construction of scientific concepts or the concept map as conscription device and tool for social thinking in high school science.’ Science Education, Vol 76, 531-557.

Russell, P. (1979), The brain book. New York: Dutton.

2) Basic Ordering Ideas (BOIs) – setting the framework

The main topics that radiate out from the central theme of a Mind Map are known as Basic Ordering Ideas (BOIs). These primary concepts are responsible for shaping and guiding the process of association by setting the basic framework and hierarchy from which ideas can be extended. Ideally, main topics should be generic to provide for a wider range of associations and should sit on thick branches to demonstrate the level of importance of the topic. A simple way to work out your Basic Ordering Ideas is to consider the following questions:

  1. What are your specific objectives? 
  2. What information or knowledge do you need?
  3. What are your key questions – Who?, What?, When? Where? Why? How? Which?
  4. What are the most important categories you need to look at?
  5. If you imagine the central theme as a book you are writing, what would your chapter headings be?

Fig - Example of Basic Ordering Ideas

Wycoff (1991) describes this categorisation process as the essence of creativity and Chuck Frey, author of the Mind Mapping Software Blog (2008), believes that you can really improve the quality of your Mind Maps by being aware of how to create good BOIs. What’s more, by working to make sense out of key ideas and ordering them in a visually meaningfully way, you are forced to understand how the partial ideas or concepts that follow are related to a larger whole (Shone, 1984). Basic Ordering Ideas therefore provide a high-level construct of your subject to help you to think in a naturally structured way, with second and third-level ideas following quickly and easily.

iMindMap and BOIs

Unlike most other Mind Mapping software packages, iMindMap supports you in structuring your Basic Ordering Ideas so that you end up with a clearly organised, comprehensible Mind Map. The software automatically creates thick organic shaped branches for your first-level topics depending on the width settings that are specified under the ‘Branch Thickness’ option (Tools>Options>Appearance). This adds the visual emphasis that helps you produce the greatest number of associations as you develop your Mind Map.  

References:

Frey, C. (2008), ‘What are basic ordering ideas and how can they improve your mind mapping?’. Mind Mapping Software Blog, Dec 18th 2008.

Shone, R. (1984), Creative Visualization. New York: Thorsons Publishers Inc.

Wycoff, J. (1991), Mindmapping: Your personal guide to exploring creativity and problem-solving. New York: Berkley Books.

3) Single key words – free up your mind

When Mind Mapping, it’s recommended that you use single key words or headlines to label branches precisely. A key word is essentially a word that will trigger as much relevant meaning as possible. So by using key words in your Mind Map you open up your thinking and stimulate your mind to dig deeper and see greater detail on thoughts that were previously vague. This can be a difficult process when the key word is trapped in a sentence. It’s also far easier to remember single words and striking headlines than to remember long sentences. 

In fact, research on note-making and note-taking conducted by Dr Howe (1970) revealed that key word notes personally made or given to students were far more effective in terms of the understanding and recall they engendered than complete transcript notes or sentence summary notes.

Michael Tipper of MichaelonMindMapping.com (2008) is a firm advocate of using key words. He points out that by trying to choose a word to most appropriately convey a subject, we are forced to think more actively than if we are just copying or gathering information. The discipline of selecting a key word helps to focus the mind on the analysis and processing of the subject whereas there is a tendency to slack on our thinking while using sentences. 

All in all, using key words turns note-taking into a selective process which minimises the volume of words written down and maximises the amount recalled from those words. 

Fig – A key word triggers numerous associations


Using key words in iMindMap

Labelling your branches with key words is a quick and easy process in iMindMap. Simply start typing after you’ve created your branch or double click on a previously created branch to bring up the label input box. If you want to add more detail, it’s a good idea to attach notes to your branch using the Notes Editor. You can then view your detail by just clicking on the Notes link of the branch at any time.

References:

Howe, M.J.A (1970), ‘Using students’ notes to examine the role of the individual learner in acquiring meaningful subject matter’. Journal of Educational Research, 64, 61-3

Tipper, M. (2008), ‘Why do I have to Use Keywords When Mind Mapping?’. MichaelonMindMapping.com, Sept 4th 2008.

4) Lots of stimulating colour

One of the most vital (and fun!) parts of Mind Mapping is using colour. Colour adds meaning and perspective to your Mind Maps and is a sure-fire way to stimulate creativity, enhance memory and make an impact on how you communicate with others. 

Be adventurous and use lots of bold colours in your map to enliven it or as your own special code to separate different themes and organise areas of the map. For instance, you can use one colour for each major category in your map to aid organisation. 

Fig – Using different colours for each main topic

Alternatively, you can use colour to ‘code’ the content of your map, both in relation to conventional interpretations or by using colours that hold personal meaning. For example, when evaluating the success of a department/project/system or conducting an appraisal you could use a ‘traffic light’ approach where green signifies strengths/positive points, amber represents any areas of development and red denotes weaknesses and problem areas. 

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:

  1. 92% believe colour presents an image of impressive quality.
  2. 90% feel colour can assist in attracting new customers.
  3. 90% believe customers remember presentations and documents better when colour is used.
  4. 83% believe colour makes them appear more successful.
  5. 81% think colour gives them a competitive edge.
  6. 76% believe that the use of colour makes their business appear larger to clients.

Other research on the importance of colour:

  1. Capture and engage attention – People make a subconscious judgment about a person, environment, or product within 90 seconds of initial viewing and between 62% and 90% of that assessment is based on colour alone. (Source: CCICOLOR - Institute for Color Research). Colour increases motivation and participation. It has been shown to improve readership by as much as 40% (Source: ‘Business Papers in Color. Just a Shade Better’, Modern Office Technology, July 1989). Ads in colour are read up to 42% more often than the same ads in black and white (Source: White, Jan V., Color for Impact, Strathmoor Press, April 1997).
  2. Inform – Colour improves learning from 55% to 78% (Source: ‘The Persuasive Properties of Color’, Marketing Communications, Oct 1984). Colour improves comprehension by 73% (Source: ‘The Power of Color’, Successful Meetings, June 1992).
  3. Boost sales - 92.6% place greatest importance on visual factors when purchasing products and 84.7% think that colour accounts for more than half of the various key factors for choosing products (Source: Research conducted by the secretariat of Seoul International Color Expo 2004). Colour increases brand recognition by up to 80% (Source: University of Loyola, Maryland study).
  4. Memory – Psychologists have documented that colour helps us to process and store images more efficiently than colourless (black and white) scenes and remember them better as a result. (Source: Journal of Experimental Psychology: Learning, Memory and Cognition, May 2002). 

Using colour in iMindMap

iMindMap offers a variety of ways to harness all the benefits of colour in your Mind Maps. For instance, different colours can be automatically selected for each major topic branch in your map by enabling the AutoColour tool. You can specify the colour flow of sequential branches and even add a shadow effect to your branches for extra impact. The colour of topic text can be pre-set or changed as and when needed and a background colour can be added to your whole Mind Map to make it stand out even more. And that’s not all, you can use colours for highlight clouds to emphasise parts of your map and add different coloured relationship arrows to draw attention to links between topics across the map. 

5) The power of images and icons

Mind Mapping emphasises visual imagery so, to get the best out of the technique, it’s highly recommended that you add fun and descriptive pictures, drawings, symbols and doodles to your Mind Maps. Using imagery stimulates the brain’s visualising capacity which brings enormous creativity benefits and enhances the memory’s storing and recalling capabilities. Have you ever heard the phrase – ‘a picture is worth a thousand words’? Images convey more information than any amount of words that you could legibly fit into a single Mind Map so your notes can be as brief and compact as possible. 

Images can be utilised as a central topic to your Mind Map, to convey a topic or to complement a key word on your Mind Map.

Fig - A Mind Map containing images

Not only does a Mind Map use images, it is an image in itself. In fact Novak (1998), Rico (1983), Russell (1979) and Shone (1984) all point out that the economical way Mind Maps summarise information into visual symbols helps you to remember that information i.e. the Mind Map can be clearly pictured in your mind’s eye. 

There is substantial research to highlight the significance of visual imagery:

  1. An excellent memory aid – Our ability to remember images is far better than our memory for words. This picture superiority effect is validated by research undertaken by Anglin, Hossein & Cunningham (2004). Another study by Ralph Haber (1970) also supports the value of imagery. Haber showed his subjects a series of 2560 photos. Later, subjects were shown 2560 pairs of photos and asked in each case to identify which photo had been in the original group. The success rate for this test averaged between 85% and 95% showing that humans have an almost photographic memory when it comes to the recognition of pictures. What’s more, McArdle (1993) found that adding visuals like maps or photos to a presentation increases the amount of retained information by as much as 55%.
  2. Stimulates associations and creativity – Images help to focus the brain and make use of a massive range of cortical skills. These include colour, form, line dimension, visual patterning, imagination, logic and spatial awareness. In comparison, conventional linear notes only utilise three basic skills: linear patterning, symbols and analysis (see fig below). Using a wide range of cortical skills provides multiple reference points to draw from and taps into the imagination. This makes images highly potent in triggering a wide range of associations, resulting in more creative thinking. According to Margulies (1991), before children learn a language, they visualise pictures in their minds which are linked to concepts. Unfortunately, once children are trained to write only words in one colour on lined paper, their creative channels and mental flexibility diminishes. 
  3. Creates impact – Words and images together make Mind Maps a rich visual medium for creative expression. The Wharton School (1981) completed a study that proved the benefits of utilising visual elements in presentations and tightly integrating them with words. By comparing visual presentations with verbal presentations, the results were vastly in favour of visualisations. Presenters who used visual language were perceived by the audience as more effective than those using no visuals – they were clearer, more concise, more interesting, more professional, more credible and better prepared. 

Fig - Mind Maps VS linear notes

Making the most of images in iMindMap

iMindMap includes an image library that gives you access to thousands of high quality images offline, and even more when connected to the internet. You can choose from a variety of clipart, animations, 3D stills and photos. Here are some ways you can use images in iMindMap:

  1. Central image – iMindMap prompts you to select an image to represent the central theme of your Mind Map. A strong image in the centre of the map focuses your thoughts and triggers lots of associations. 
  2. Main topics – Add images to each main branch of your Map to visually characterise your major topics. By using these images consistently you can create a visual vocabulary across your maps, helpful if you regularly need to share them with others. 
  3. Sub topics – Use images to emphasise second and third-level topics that you believe are of key importance.
  4. Notes – Insert images within the notes of a branch to supplement and enhance additional topic information. 
  5. Floating images – Floating images are not connected to a specific topic and can be used to provide an overall look and feel to your map. 

Fig - Example of images used to reinforce main topics

What about icons?

Icons add clarity and contextual meaning to topics and can be quickly understood by your brain. These small visual symbols (such as ticks, crosses, circles, triangles or more detailed and descriptive symbols etc) reinforce the benefits of using imagery in your maps. They can signify practically anything and will help you make connections between different parts of your maps instantly. For instance, use them to denote priority (A/B/C or 1/2/3), category (e.g. people, projects, processes etc), status (e.g. complete, incomplete), type of activity (e.g. phone calls, meetings etc), hierarchy and other meanings or ideas.  

Adding icons with iMindMap

iMindMap features an integrated icon library. This contains hundreds of categorised icons on various topics which you can use to code and classify different parts of your map. 

Fig - Using icons in iMindMap

References:

Anglin, G.J., Hossein, H. and Cunningham, K.L. (2004), ‘Visual representations and learning: The role of static and animated graphics’. Handbook of research on educational communications and technology, 2nd ed, Mahwah, NJ: Lawrence Erlbaum Associates.

Haber, R. N. (1970), ‘How we remember what we see’. Scientific American, 222, 104-112.

Margulies, S. (1991), Mapping Inner Space: Learning and Teaching Mind Mapping. Zephyr, Tucson, AZ.

McArdle, G.E.H. (1993), Delivering Effective Training Sessions: Becoming a Confident and Competent Presenter. Cengage Learning

Novak, J. (1998), Learning, creating and using knowledge. Concept maps as facilitative tools in schools and corporations. Mahwah: Lawrence Erlbaum.

Rico, G.R. (1983), Writing the natural way. Using Right-Brain Techniques to release your expressive powers. Los Angeles: J.P Tarcher, Inc

Russell, P. (1979), The brain book. New York: Dutton.

Shone, R. (1984), Creative Visualization. New York: Thorsons Publishers Inc.

The Wharton School (1981), A Study of the Effects of the Use of Overhead Transparencies on Business Meetings. Wharton Applied Research Center, The Wharton School, University of Pennsylvania.

6) Relationship arrows – making connections

Once ideas are displayed in Mind Map form, patterns of thought can be easily examined revealing similarities and linkages between information in different parts of the map. Relationship arrows can be used to show how these different topics connect with each other across the map. The arrows will automatically guide your eye and give spatial direction to your thoughts. By encouraging people to link apparently different ideas and concepts in this way, Mind Mapping actually promotes divergent and highly creative thinking (White and Gunstone, 1992). 

Fig – Making a connection across the map with a relationship arrow


Drawing relationship arrows in iMindMap

In iMindMap you can simply click and drag to connect one branch to another branch using relationships arrows. You have a number of options for formatting your arrows including solid, dotted or dashed line and arrows can be single-ended or double-ended. It’s even possible to add text to your arrows for clarification and to change the arrow colour for a stronger visual connection.

Fig – Drawing relationship arrows in iMindMap

References:

White, R. and Gunstone, R. (1992), Probing Understanding. Falmer Press, New York.

7) Highlights/boundaries – emphasising and ‘chunking’

Adding highlights or boundaries can make specific topics or ideas in your map stand out visually against the rest of its content. This makes them easier to remember and communicate to others. A highlight or boundary enfolds a topic branch and its sub-branches within an enclosed shape such as a cloud or other outline usually containing a different background colour. 

By gathering and highlighting key branches within a boundary, you’re using a memory technique known as ‘chunking’. Our short-term memory is on average only capable of storing seven items of information and chunking can help us use this storage space more effectively (Glass and Holyoak, 1986). What’s more, a boundary that embraces the branch line creates a unique shape that further enhances the probability of recall. Chuck Frey of the Mind Mapping Software Blog (2009) stresses that the use of boundaries is invaluable when sharing a Mind Map with other people as it allows you to easily draw attention to key parts of your map, especially when you are working on a larger, more complex Mind Map with many topics and levels of information. 

Adding highlight clouds in iMindMap

In iMindMap, you can emphasise a topic or group of topics by surrounding them with a highlight cloud. This cloud can be customised in a variety of ways, for instance, you can change the fill colour and the line colour, and define the cloud shape (e.g. reduce or increase the cloud size, change the bend proportions of the cloud’s curves and adjust the cloud bend spacing. If you’re sharing your map with others you can also add floating text to clearly define why you have highlighted parts of your map with clouds. 

Fig – A highlight cloud in iMindMap

References:

Frey, C. (2009), ‘What are boundaries and how can they increase the effectiveness of your mind maps?’. Mind Mapping Software Blog, Jan 21st 2009.

Glass, A.L. and Holyoak, K.J. (1986), Cognition. New York: Random House.

Put all these elements together = whole brain thinking

Making use of all of the above elements within a Mind Map results in active engagement of a variety of cognitive functions and processes (Wycoff, 1991). Mind Mapping takes into account that the two halves of the brain (right and left) are responsible for carrying out different tasks. This discovery was initially made by Dr Sperry (1968) who confirmed that the Cerebral Cortex, the ‘thinking cap’ of the brain, is divided into two major hemispheres which perform a range of intellectual (thinking) tasks called cortical skills: 

  1. The left brain – This is associated with verbal, logical and analytical thinking. It deals with naming and categorising things, language, reading, writing, arithmetic and symbolic deduction. As well as seeing things in black and white, the left brain is also very linear and likes to list things in sequential order with first things coming first, second things second and so on.
  2. The right brain – This operates in a non-verbal way (using images) and excels in dealing with emotions, forms and patterns, colours, rhythm, perceptual and intuitive information. The right brain processes information quickly in a non-linear and non-sequential style. It looks at the whole picture (gestalt thinking) and tries to determine the spatial relationships of all the parts as they relate to the whole. It’s also generally linked with creative thinking and imagination.

Fig – The Brain: Left and Right-brain qualities

Society tends to force us into left-brain thinking and discriminates against the right hemisphere. For instance, conventional methods of teaching concentrate on the left side of the brain far more than the right. Even at work, computers tend to force you to work within specific left-brain confines so you only end up using one side of the brain. However, the ultimate goal for all of us is to adopt a ‘whole brain’ approach to our life and work as this is how we can tap into the unlimited potential of the brain.

Sperry’s research, and that of other researchers who have followed his path, confirms that the more you integrate left and right brain activities, the more the brain’s performance becomes synergetic. This means that each cortical skill enhances the performance of other areas so that the brain is working at its optimum. 

When you Mind Map, you’re using your entire range of cortical skills so you get better clarity and organisation of thinking, more free-flowing ideas and improved concentration and memory. By representing logical structures using an artistic spatial image, a Mind Map essentially connects imagination with structure and pictures with logic (Svantesson, 1992). On a more specific level, note-taking using key words and radiant hierarchy activates your logical left brain. Add the use of colours, images and space and you also get your creative right brain running! 

Research on learning

The discovery on brain hemispheres has brought about an appreciation for the way that people learn and has formed a backdrop for research on teaching and learning such as Gardner’s theory of multiple intelligences (1993). According to this theory, all individuals possess a repertoire of skills including verbal linguistic, musical, logical-mathematical, spatial, bodily kinaesthetic, interpersonal, intrapersonal and naturalist. Individuals differ from one another in the forms of these representations and their relative strengths. As such, Gardner proposes that education should appeal to different intelligences because not everyone learns in the same way. 

Mind Mapping can make a huge difference here as it offers students with different learning styles an alternative to the more traditional ways of teaching and learning that some find difficult to master. It’s particularly viable for students who experience challenges in their writing and verbal expressive skills as it’s a more active, visual form of self-expression (Peterson and Snyder, 1998). 

Whole brain thinking with iMindMap

Unlike many other software tools which tend to lead you into left brain thinking i.e. words, logic, numbers, sequence, linearity, lists etc, iMindMap provides a ‘whole brain’ alternative to any thinking situation - utilising right brain qualities such as curves, colours, images, symbols and spatial visualisation as well as left brain elements. It therefore integrates both your logical and creative side to help you perform at your best. For instance, it encourages you to use key words for your topics to stimulate the left side of your brain and adds a combination of colourful branches, images and spatial layout of ideas to entice your right brain. 

References:

Gardner, H. (1993), Multiple intelligences. New York: Basic Books.

Peterson, A.R. and Snyder, P.J. (1998), ‘Using mind maps to teach social problems analysis’. Paper presented at the Annual Meeting of the Society for the Study of Social Problems, San Francisco, CA, August 1998.

Sperry, R.W. (1968), ‘Hemispheric deconnection and unity in conscious awareness’. Scientific American, Vol. 23, pp. 723-35.

Svantesson, I. (1992), Mind Mapping und Gedächtnistraining. Bremen: GABAL.

Wycoff, J. (1991), Mindmapping: Your personal guide to exploring creativity and problem-solving. New York: Berkley Books.