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{{Short description|Cognitive strategy in autism}}{{Update|date=October 2023|reason=This article does not include research past the early 2010s except through one indirect reference.}}[[File:Tunnel vision sc.png|thumb|Monotropism is often described as "tunnel vision".]]
{{Short description|Cognitive strategy in autism}}{{Update|date=October 2023|reason=This article does not include research past the early 2010s except through one indirect reference.}}
[[File:Monotropic and polytropic learning.png|thumb|alt=The differences between polytropism and monotropism|The differences between polytropism and monotropism]]
'''Monotropism''' is a person's tendency to focus their [[attention]] on a small number of interests at any time, tending to miss things outside of this attention tunnel. This [[cognitive strategy]] is posited to be the central underlying feature of [[autism]]. The theory of monotropism was developed by [[Dinah Murray]], Wenn Lawson and [[Mike Lesser]] starting in the 1990s, and first published in 2005.<ref name="Murray">{{cite journal |last1=Murray |first1=Dinah |author-link=Dinah Murray |last2=Lesser |first2=Mike |author-link2=Mike Lesser |last3=Lawson |first3=Wenn |date=2005 |title=Attention, monotropism and the diagnostic criteria for autism |url=https://monotropism.org/murray-lesser-lawson/ |journal=[[Autism (journal)|Autism]] |volume=9 |issue=2 |pages=139–56 |doi=10.1177/1362361305051398 |pmid=15857859 |s2cid=6476917 |doi-access=free}}</ref> Lawson's further work on the theory formed the basis of his [[PhD]], ''Single Attention and Associated Cognition in Autism'', and book ''The Passionate Mind'' published in 2011.
'''Monotropism''' is an individual's tendency to focus their [[attention]] on a small or singular number of interests at any time, with them neglecting or not perceiving lesser interests. This [[cognitive strategy]] has been posited as the central underlying feature of [[autism]]. The theory of monotropism was developed by [[Dinah Murray]], Wenn Lawson and [[Mike Lesser]] starting in the 1990s, and first published in 2005.<ref name="Murray">{{cite journal |last1=Murray |first1=Dinah |author-link=Dinah Murray |last2=Lesser |first2=Mike |author-link2=Mike Lesser |last3=Lawson |first3=Wenn |date=2005 |title=Attention, monotropism and the diagnostic criteria for autism |url=https://monotropism.org/murray-lesser-lawson/ |journal=[[Autism (journal)|Autism]] |volume=9 |issue=2 |pages=139–56 |doi=10.1177/1362361305051398 |pmid=15857859 |s2cid=6476917 |doi-access=free}}</ref> Lawson's further work on the theory formed the basis of his [[PhD]], ''Single Attention and Associated Cognition in Autism'', and book ''The Passionate Mind'' published in 2011.


A tendency to focus attention tightly has a number of psychological implications. While monotropism tends to cause people to miss things outside their attention tunnel, within it, their focused attention can lend itself to intense experiences, deep thinking and [[Flow (psychology)|flow states]].<ref>{{Cite book |last1=Andy |first1=McDonnell |url= |title=Good Autism Practice: Autism, Happiness and Wellbeing |last2=Damian |first2=Milton |date=2014 |publisher=BILD |isbn=9781905218356 |editor-last=Jones |editor-first=Glenys |location=Birmingham, UK |pages=38–47 |language= |chapter=Going with the flow: reconsidering 'repetitive behaviour' through the concept of 'flow states' |author-link2=Damian Milton |access-date= |editor-last2=Hurley |editor-first2=Elizabeth}}</ref> However, this [[hyperfocus]] makes it harder to redirect attention, including starting and stopping tasks, leading to what is often described as [[executive dysfunction]] in autism, and [[stereotypies]] or [[perseveration]], where a person's attention is repeatedly drawn back to the same subject or activity.
A tendency to focus attention tightly has a number of psychological implications, with it being seen as a state of "tunnel vision". While monotropism tends to cause people to miss things outside their attention tunnel, within it, their focused attention can lend itself to intense experiences, deep thinking, and more specifically, [[Flow (psychology)|flow states]].<ref>{{Cite book |last1=Andy |first1=McDonnell |url= |title=Good Autism Practice: Autism, Happiness and Wellbeing |last2=Damian |first2=Milton |date=2014 |publisher=BILD |isbn=9781905218356 |editor-last=Jones |editor-first=Glenys |location=Birmingham, UK |pages=38–47 |language= |chapter=Going with the flow: reconsidering 'repetitive behaviour' through the concept of 'flow states' |author-link2=Damian Milton |access-date= |editor-last2=Hurley |editor-first2=Elizabeth}}</ref> However, this form of [[hyperfocus]] makes it harder to redirect attention, including starting and stopping tasks, leading to what is often described as [[executive dysfunction]] in autism, and [[stereotypes]] or [[perseveration]], where a person's attention is repeatedly drawn back to the same subject or activity.

Monotropism, as of 2018, has historically been neglected, despite a lack of alternate theories that explain all the features and the fact that it is relatively popular among autistic people themselves. This may be due in part to the field's historical tendency to ignore autistic narratives and experiences (which are not readily accessible) and focus on experimental results done by non-autistic researchers, a tendency that has only recently been started to be corrected as researchers pay more attention to autistic people's own accounts of themselves.<ref>{{cite web |title=Me and Monotropism: A unified theory of autism |url=https://www.bps.org.uk/psychologist/me-and-monotropism-unified-theory-autism |website=BPS |access-date=25 October 2023 |language=en}}</ref> As late as 2021, there was a protest by autistic people against bad autism research, and no research on melt-down-related suicides,<ref>{{cite web |title=Why bad research like Spectrum 10K should no longer get the green light – And what should. |url=https://autistic-village.com/2021/11/02/why-bad-research-like-spectrum-10k-should-no-longer-get-the-green-light-and-what-should/ |website=Autistic Village |date=2 November 2021}}</ref> which is a commonly accepted concept in autistic circles.<ref>{{Cite web |date=2017-08-30 |title=Suicide - Autism {{!}} Autistica |url=https://www.autistica.org.uk/what-is-autism/signs-and-symptoms/suicide-and-autism |access-date=2023-11-26 |website=Autistica |language=en}}</ref>


== Characteristics ==
== Characteristics ==
⚫
[[File:Monotropic.png|thumb|alt=Monotropic way of teaching can be greatly helpful for autistic students. |Monotropic way of teaching]]
[[File:Polytropy.png|thumb|alt=Typical classroom activity requires lot of polytropic processing of stimuli|Typical classroom activity requires lot of polytropic processing of stimuli]]
[[File:Polytropy.png|thumb|alt=Typical classroom activity requires lot of polytropic processing of stimuli|Typical classroom activity requires lot of polytropic processing of stimuli]]
⚫
[[File:Monotropic.png|thumb|alt=Monotropic way of teaching can be greatly helpful for autistic students. |Monotropic way of teaching]]
[[File:Monotropic and polytropic learning.png|thumb|alt=Monotropic and polytropic learning|Monotropic and polytropic learning]]


Since the amount of attention available to a person is limited, [[cognitive processes]] are forced to compete. In the monotropic mind, interests that are active at any given time tend to consume most of the available attention, causing difficulty with other tasks such as [[Social relation|conventional social interaction]]. [[Language development]] can be affected, both through the broad attention required and the psychological impact of language, which provides a tool for others to manipulate a child's interest system.<ref name="Murray"/>
Since the amount of attention available to a person is limited, [[cognitive processes]] are forced to compete. In the monotropic mind, interests that are active at any given time tend to consume most of the available attention, causing difficulty with other tasks such as [[Social relation|conventional social interaction]]. [[Language development]] can be affected, both through the broad attention required and the psychological impact of language, which provides a tool for others to manipulate a child's interest system.<ref name="Murray"/>
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== Implications for practice ==
== Implications for practice ==
Murray et al. (2005) proposed certain steps to help autistic individuals, such as increasing 'connections', building understanding through the child's interests, and making connections between people and concepts more "meaningful and less complex."<ref name="Murray" />
Murray et al. (2005) proposed certain steps to help autistic individuals, such as increasing "connections", building understanding through the child's interests, and making connections between people and concepts more "meaningful and less complex."<ref name="Murray" />


==See also==
==See also==
* [[Autism and memory]]
* [[Autism and memory]]
* [[Caetextia]]
* [[Caetextia]]
* [[Monomania]]
* [[Idée fixe (psychology)|Idée fixe]]
* [[Introversion]]
* [[Centration]]
* [[Obsessive–compulsive personality disorder]]


== References ==
== References ==

Latest revision as of 02:25, 15 June 2024

The differences between polytropism and monotropism
The differences between polytropism and monotropism

Monotropism is an individual's tendency to focus their attention on a small or singular number of interests at any time, with them neglecting or not perceiving lesser interests. This cognitive strategy has been posited as the central underlying feature of autism. The theory of monotropism was developed by Dinah Murray, Wenn Lawson and Mike Lesser starting in the 1990s, and first published in 2005.[1] Lawson's further work on the theory formed the basis of his PhD, Single Attention and Associated Cognition in Autism, and book The Passionate Mind published in 2011.

A tendency to focus attention tightly has a number of psychological implications, with it being seen as a state of "tunnel vision". While monotropism tends to cause people to miss things outside their attention tunnel, within it, their focused attention can lend itself to intense experiences, deep thinking, and more specifically, flow states.[2] However, this form of hyperfocus makes it harder to redirect attention, including starting and stopping tasks, leading to what is often described as executive dysfunction in autism, and stereotypes or perseveration, where a person's attention is repeatedly drawn back to the same subject or activity.

Characteristics

[edit]
Monotropic way of teaching can be greatly helpful for autistic students.
Monotropic way of teaching
Typical classroom activity requires lot of polytropic processing of stimuli
Typical classroom activity requires lot of polytropic processing of stimuli

Since the amount of attention available to a person is limited, cognitive processes are forced to compete. In the monotropic mind, interests that are active at any given time tend to consume most of the available attention, causing difficulty with other tasks such as conventional social interaction. Language development can be affected, both through the broad attention required and the psychological impact of language, which provides a tool for others to manipulate a child's interest system.[1]

Monotropic individuals have trouble processing multiple things at once, particularly when it comes to multitasking while listening. For example, some students have trouble taking notes in class while listening to a teacher[3] and may find it difficult to read a person's face and comprehend what they are saying simultaneously.[1] A common tendency is for individuals to avoid complex sensory environments because of this hypersensitivity.[3] Monotropic individuals may suppress attention and focus on something else, or develop great depth in a given interest or skill.[4]

Implications for practice

[edit]

Murray et al. (2005) proposed certain steps to help autistic individuals, such as increasing "connections", building understanding through the child's interests, and making connections between people and concepts more "meaningful and less complex."[1]

See also

[edit]

References

[edit]
  1. ^ a b c d Murray, Dinah; Lesser, Mike; Lawson, Wenn (2005). "Attention, monotropism and the diagnostic criteria for autism". Autism. 9 (2): 139–56. doi:10.1177/1362361305051398. PMID 15857859. S2CID 6476917.
  2. ^ Andy, McDonnell; Damian, Milton (2014). "Going with the flow: reconsidering 'repetitive behaviour' through the concept of 'flow states'". In Jones, Glenys; Hurley, Elizabeth (eds.). Good Autism Practice: Autism, Happiness and Wellbeing. Birmingham, UK: BILD. pp. 38–47. ISBN 9781905218356.
  3. ^ a b Bogdashina, Olga (2003). Sensory Perceptual Issues in Autism and Asperger Syndrome: Different Sensory Experiences – Different Perceptual Worlds. London: Jessica Kingsley Publishers. ISBN 9781843101666.
  4. ^ Lesser, Mike; Murray, Dinah (2020) [1998]. "Mind as a Dynamical System: Implication for Autism". In Murray, Dinah; Milton, Damian; Ridout, Susy; Martin, Nicola; Mills, Richard (eds.). The Neurodiversity Reader. Shoreham by Sea: Pavilion. ISBN 9781912755394.

Further reading

[edit]
[edit]
  • monotropism.org Information portal on monotropism, including an archive of Dinah Murray's work on the subject
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