jsPerf.app is an online JavaScript performance benchmark test runner & jsperf.com mirror. It is a complete rewrite in homage to the once excellent jsperf.com now with hopefully a more modern & maintainable codebase.
jsperf.com URLs are mirrored at the same path, e.g:
https://jsperf.com/negative-modulo/2
Can be accessed at:
https://jsperf.app/negative-modulo/2
<h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p><h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p> <h1 class="mw-headline">One<h1> <p> fectiveness - There has been plenty of research on the effectiveness of mind mapping. Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science".[9] Several other studies also report positive effects through the use of mind maps.[10][11] Farrand, Hussain, and Hennessy (2002) found that spider diagrams (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).[12] 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. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[13] The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students. Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.[14] They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (aka Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps. Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams.[15] Rothenberger et al. extracted the main story of a text and presented it as mind map.[16] And there is a patent about automatically creating sub-topics in mind maps.[17] Paper vs Pen - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective.[18][19] Tools[edit]
Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[20] Note-taking software such as Microsoft OneNote often incorporates mind mapping capabilities. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking.[21] Generation from natural language </p>
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| 1 | | ready |
| 2 | | ready |
| 3 | | ready |
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