Mind maps are often used to help readers process texts, but their effectiveness is empirically under-investigated. This study explores whether the use of mind maps presented either before or after the text can prime successful selective processing strategies related to the text topic structure. Differences in performance outcomes (i.e., memory and comprehension) are also investigated. Sixty-four late elementary education students were randomly assigned to a text-only-condition (T), mind map-text-condition (MMT) or text-mind map-condition (TMM). All groups studied an informative text while their eye movements were registered. Multilayered posttests and interviews were administered. Linear mixed effect models and one-way analysis of variances show that presenting a mind map beforehand primes more successful selective processing strategies than when the mind map is presented afterwards or not presented. In contrast, the TMM-condition outperformed the others in their amount of free recall and coherence. This study suggests that both receiving a mind map before or after text processing can be beneficial during targeted instruction in view of successful reading-for-learning.

思维导图通常用于帮助读者处理文本，但是凭经验对它们的有效性进行了调查不足。这项研究探讨了在文本之前或之后使用的思维导图是否可以引发与文本主题结构相关的成功选择性处理策略。还研究了绩效结果的差异（即记忆力和理解力）。64名后期基础教育学生被随机分配到纯文本条件（T），思维导图-文本条件（MMT）或文本思维导图条件（TMM）。当他们的眼动记录下来时，所有小组都研究了翔实的文字。进行了多层测试和访谈。线性混合效应模型和方差的单向分析表明，与之后或不显示思维导图相比，提前显示思维导图可以更好地实现成功的选择性处理策略。相反，TMM条件在自由召回和连贯性方面优于其他条件。这项研究表明，鉴于成功的学习阅读方式，在有针对性的教学过程中，在文本处理之前或之后接收思维导图都是有益的。