- Researchers generally argue that concept maps exploit readers’ visual memory to reduce the syntactic complexity and redundancy of textual information, and to economise the storage and retrieval of information (O’Donnell, 1994). 
- Concept maps have been found to facilitate problem-based learning and reasoning (Lee & Nelson, 2005; Rendas, Fonseca & Pinto, 2006), and meta-cognitive learning (Novak, 1990, 2002).
- May lead people to generate information that is primarily encoded in a spatial rather than a verbal format, which may help minimise readers’ extrinsic cognitive load (Nesbit & Adesope, 2006).


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The literature consulted in this article proposes both positive and negative effects from using concept maps. 

Literature review (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)

Jeng-Yi Tzeng, (2010) Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading. National Tsing Hua University. United Kingdom Literacy Association. Journal of Research in Reading, ISSN 0141-0423 DOI: 10.1111/j.1467-9817.2009.01404.x Volume 33, Issue 2, 2010, pp 128–147


Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading


Pros of Concept mapping 

- Research suggests that graphic displays may have constraining effects on reading. Studies suggest that graphically illustrating the organisation of content may detrimentally frame or narrow the way readers process reading materials.
- They may also limit readers’ abilities to rearrange the presented concept structure to fit with the knowledge organisation that the readers already possess (Lee & Nelson, 2005), or lead readers to focus more on terms than on suggested associations or the general meaning of the text (Moore & Readence, 1984).
- As a result, retention of the learned knowledge may be lessened, which would cause readers to perform more poorly in delayed testing (Robinson & Kiewra, 1995; Robinson & Schraw, 1994).


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