Updated: Jul 27, 2021
Mind maps are one of great tool
1. Only Words
Mind maps will be much more effective if it use both words and pictures combined. This takes advantage of a revision strategy named Dual Coding, which is the process of blending both words and pictures whilst learning.
As visuals complement words, it gives the brain two representations of the same information, helping to cement this information deeper into long-term memory.
2. Using too many words
Another common mistake that students make is overcomplicating their mind map by cramming in too much information. Consequently, the readability and ability to learn from it suffer. If the mind map has too many words, they can’t be sure what key information they should be remembering and may get distracted by all the ‘clutter’ on the page.
3. It's not the piece of Art
Many ones admit it they have wasted time in making it beautiful and good looking.
They can spend hours choosing different colors, decorating, and making it neat and tidy. Although using different colorsin mind maps is a great idea for connecting and chunking related pieces of information together, spending too much time stylizing your mind map probably comes under a form of procrastination. Because the focus becomes too much on making it look pretty and less on learning and remembering the information.
4. Elaborative Interrogation
There is a misconception that re-reading their mind map is an effective revision tool when, in fact, countless studies have proven the ineffectiveness of re-reading. This is because we simply skim read over the mind map, so the information is not effectively processed and stored in their long-term memory. As a result, we forget this information relatively quickly.
5.Retrieval Practice is necessary
Another big mistake that people may make is that they don’t actually test whether they understand what they’re written. Neither do they test whether the information has gone into their long-term memory? By practising memory retrieval, they increase the likelihood of information being transferred to their long-term memory as stronger memory traces are created.
6 - Transfer from "Mind Map" to "Knowledge"
The problem with mind maps is that most of the time, students make a mind map, and that’s that. It ends up under a pile of textbooks and workbooks and is never seen again. But what students need to do is using and applying their mind map. As well as getting others to test them on the information in their mind map, or trying to reproduce their mind map from memory, students should be transferring their mind maps and applying them to other settings.