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{{Short description|Cognitive strategy in autism}} |
{{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.}} |
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[[File:Monotropic and polytropic learning.png|thumb|alt=The differences between polytropism and monotropism|The differences between polytropism and monotropism]] |
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[[File:Tunnel vision sc.png|thumb|Monotropism is often described as "tunnel vision".]] |
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'''Monotropism''' is |
'''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. |
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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 |
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. |
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== Characteristics == |
== Characteristics == |
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[[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]] |
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[[File:Monotropic and polytropic learning.png|thumb|alt=Monotropic and polytropic learning|Monotropic and polytropic learning]] |
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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 tasks |
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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Monotropic individuals have trouble processing multiple things at once, particularly when it comes to multitasking while listening. |
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<ref name="Bogdashina">{{cite book |last=Bogdashina |first=Olga |url=https://books.google.com/books?id=RCQ1U38WmjIC&dq=monotropism+autism&pg=PA11 |title=Sensory Perceptual Issues in Autism and Asperger Syndrome: Different Sensory Experiences – Different Perceptual Worlds |publisher=[[Jessica Kingsley Publishers]] |year=2003 |isbn=9781843101666 |location=London}}</ref> and may find it difficult to read a person's face and comprehend what they are saying simultaneously.<ref name="Murray" /> A common tendency is for individuals to avoid complex sensory environments because of this hypersensitivity.<ref name="Bogdashina" /> Monotropic individuals may suppress attention and focus on something else, or develop great depth in a given interest or skill.<ref name="Lesser">{{cite book |last1=Lesser |first1=Mike |url= |title=The Neurodiversity Reader |last2=Murray |first2=Dinah |publisher=[[Pavilion Books|Pavilion]] |year=2020 |isbn=9781912755394 |editor-last=Murray |editor-first=Dinah |editor-link=Dinah Murray |location=Shoreham by Sea |pages= |chapter=Mind as a Dynamical System: Implication for Autism |author-link=Mike Lesser |author-link2=Dinah Murray |orig-date=1998 |editor-last2=Milton |editor-first2=Damian |editor-link2=Damian Milton |editor-last3=Ridout |editor-first3=Susy |editor-last4=Martin |editor-first4=Nicola |editor-last5=Mills |editor-first5=Richard |chapter-url=https://monotropism.org/dinah/mind-as-a-dynamical-system/}}</ref> |
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== Implications for practice == |
== Implications for practice == |
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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" /> |
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{{Tone|date=July 2023|section}} |
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To help autistic individuals in understanding and navigating the world, Murray et al. proposed in 2005 that certain steps could be helpful. These include: |
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* Increase connections with other people through the child's interests: 'start where the child is'. |
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* Allow them to pursue their own interests, and build understanding that way. |
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* Improve understanding in order to correct false or partial connections. |
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* Make tasks more attainable by decreasing the number and complexity of them. |
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* Make tasks and connections more meaningful.<ref name="Murray" /> |
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==See also== |
==See also== |
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* [[Autism and memory]] |
* [[Autism and memory]] |
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* [[Caetextia]] |
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* [[Monomania]] |
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* [[Idée fixe (psychology)|Idée fixe]] |
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* [[Introversion]] |
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* [[Centration]] |
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* [[Obsessive–compulsive personality disorder]] |
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== References == |
== References == |
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== Further reading == |
== Further reading == |
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* {{Cite book |last=Lawson |first=Wenn |title=The Passionate Mind: How People with Autism Learn |date=2011 |publisher=[[Jessica Kingsley Publishers]] |isbn=978-1-84905-121-7 |edition= |location=London}} |
* {{Cite book |last=Lawson |first=Wenn |title=The Passionate Mind: How People with Autism Learn |date=2011 |publisher=[[Jessica Kingsley Publishers]] |isbn=978-1-84905-121-7 |edition= |location=London}} |
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* {{Cite book |last1=Murray |first1=Dinah |chapter=Monotropism: An Interest-Based Account of Autism |date=2021 |url= |title=Encyclopedia of Autism Spectrum Disorders |pages=2954–2956 |editor-last=Volkmar |editor-first=Fred R. |access-date= |chapter-url=https://monotropism.org/dinah/monotropism-2020/ |edition=2nd |publisher=Springer |doi=10.1007/978-3-319-91280-6_102269 |isbn=978-3-319-91279-0 |author-link=Dinah Murray |editor-link=Fred R. Volkmar}} |
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* {{Cite journal |last=Murray |first=Fergus |date=30 November 2018 |title=Me and Monotropism: A unified theory of autism |url=https://www.bps.org.uk/psychologist/me-and-monotropism-unified-theory-autism |journal=[[The Psychologist]] |publisher=[[The British Psychological Society]]}} |
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== External links == |
== External links == |
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Latest revision as of 02:25, 15 June 2024
 | This article needs to be updated. The reason given is: This article does not include research past the early 2010s except through one indirect reference.. (October 2023) |
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]
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]- Autism and memory
- Caetextia
- Monomania
- Idée fixe
- Introversion
- Centration
- Obsessive–compulsive personality disorder
References
[edit]- ^ 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.
- ^ 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.
- ^ 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.
- ^ 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]- Lawson, Wenn (2011). The Passionate Mind: How People with Autism Learn. London: Jessica Kingsley Publishers. ISBN 978-1-84905-121-7.
- Murray, Dinah (2021). "Monotropism: An Interest-Based Account of Autism". In Volkmar, Fred R. (ed.). Encyclopedia of Autism Spectrum Disorders (2nd ed.). Springer. pp. 2954–2956. doi:10.1007/978-3-319-91280-6_102269. ISBN 978-3-319-91279-0.
- Murray, Fergus (30 November 2018). "Me and Monotropism: A unified theory of autism". The Psychologist. The British Psychological Society.
External links
[edit]- monotropism.org Information portal on monotropism, including an archive of Dinah Murray's work on the subject