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Thinking with an Outliner

When you use an outliner, things start to feel clearer. You list items, indent them, collapse, rearrange. Simple operations, but your thinking gradually comes together as you work. That has to do with how much a person can hold in mind at once.

How much you can hold at once

There's a limit to how much you can keep in your head at once. Cognitive psychology research puts the number at roughly a handful of items1. It's the same reason long phone numbers are hard to remember.

When you go beyond that limit, things slip through. You try to weigh ten points at once, but by the time you reach point eight, point three has faded.

Collapsing in an outliner addresses this.

  • ▶ Chapter 1 (12 items inside)
  • ▶ Chapter 2 (8 items inside)
  • ▼ Chapter 3
    • 3.1 Method
    • 3.2 Results
    • 3.3 Discussion
  • ▶ Chapter 4 (10 items inside)

A 40-item outline becomes just 4 items when collapsed. You see only the top level when checking overall flow, and only Chapter 3's contents when working on it. By adjusting how much is on screen, you stay within what your mind can handle.

In cognitive science this is called "chunking" — grouping pieces of information into larger units so there are fewer things to track. Collapsing in an outliner is chunking, done on screen.

Separating structure from prose

When you write, several tasks run at the same time in your head. What to say, what order, how to phrase it — all at once. They compete for the same limited attention, so each one suffers.

A Dutch research team had high school students write argumentative essays with and without Microsoft Word's outline view. Students who used the outline tool produced higher-quality text with less perceived mental effort2.

In an outliner, you check overall flow in a collapsed view, then zoom into each section to write. You can switch quickly between the structural view and the prose view, so "what to say, in what order" and "how to phrase it" become tasks you can handle separately rather than all at once.

Writing things down and rearranging them

When you're thinking inside your head, ideas exist without clear boundaries or order. Writing them down as separate items gives each one a distinct shape.

Once items are on screen, you can move them around. "These two are really the same point." "This order makes more sense." Relationships that were vague in your head become visible as an arrangement on screen.

You don't need to get the structure right the first time. Write things down, move them around, and if it doesn't feel right, move them again. In an outliner, moving rows and changing indentation take few steps, so the cost of trying again stays low.

In 1962, Douglas Engelbart argued that the tools you use for intellectual work affect the quality of that work3. In a note app, reorganizing means cutting text, pasting it elsewhere, and fixing indentation by hand. That friction discourages you from changing the structure. In an outliner, restructuring is easy, so you can try different arrangements.

Summary

Why outliners are useful for organizing your thinking:

  • Collapsing keeps the amount of visible information within what your mind can process
  • Separating structure from prose lets you focus on each task independently
  • Writing things down and rearranging them makes relationships visible that weren't before
  • Easy restructuring — moving items takes a single action

About Kosshi

Kosshi is an outliner for macOS and iOS. Collapsing, zooming in, moving rows, and searching — everything described in this article can be done entirely from the keyboard.

It syncs between Mac and iPhone via iCloud.

For basic operations, see What Is an Outliner?. For detailed features, see the Guide.

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Footnotes

  1. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97.

  2. De Smet, M. J. R., Broekkamp, H., Brand-Gruwel, S., & Kirschner, P. A. (2011). Effects of electronic outlining on students' argumentative writing performance. Journal of Computer Assisted Learning, 27(6), 557–574.

  3. Engelbart, D. C. (1962). Augmenting human intellect: A conceptual framework. SRI Summary Report AFOSR-3223.