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Monotropism is a cognitive strategy posited to be the central underlying feature of autism. A monotropic mind is one that focuses its attention on a small number of interests at any time, tending to miss things outside of this attention tunnel. The theory of monotropism was developed by Dr Dinah Murray, Wenn Lawson and Mike Lesser starting in the 1990s, and published about in the journal ''[[Autism (journal)|Autism]]'' in 2005<ref name=Murray>{{cite journal|last=Murray|first=Dinah |author2=Lesser, M. |author3=Lawson, W|title=Attention, monotropism and the diagnostic criteria for autism|journal=Autism|date=1 May 2005|volume=9|issue=2|url=http://www.autismusundcomputer.de/english//139.pdf|doi=10.1177/1362361305051398|accessdate=23 September 2013|pmid=15857859|pages=139–56}}</ref>. Wenn 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''. |
Monotropism is a cognitive strategy posited to be the central underlying feature of autism. A monotropic mind is one that focuses its attention on a small number of interests at any time, tending to miss things outside of this attention tunnel. The theory of monotropism was developed by Dr Dinah Murray, Wenn Lawson and Mike Lesser starting in the 1990s, and published about in the journal ''[[Autism (journal)|Autism]]'' in 2005<ref name=Murray>{{cite journal|last=Murray|first=Dinah |author2=Lesser, M. |author3=Lawson, W|title=Attention, monotropism and the diagnostic criteria for autism|journal=Autism|date=1 May 2005|volume=9|issue=2|url=http://www.autismusundcomputer.de/english//139.pdf|doi=10.1177/1362361305051398|accessdate=23 September 2013|pmid=15857859|pages=139–56}}</ref>. Wenn 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''. |
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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]]. 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 pulled back to the same thing. |
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>{{Citation|last=Studio 3|title=Studio III Atlass - Damian Milton on Monotropism and flow states|date=2018-10-18|url=https://www.youtube.com/watch?v=MUDQD1p2zFE|access-date=2018-10-26}}</ref><ref>{{Cite web|url=https://kar.kent.ac.uk/62647/|title=Going with the flow: reconsidering ‘repetitive behaviour’ through the concept of ‘flow states’|last=Andy|first=McDonnell,|last2=Damian|first2=Milton,|date=2014-10-24|website=kar.kent.ac.uk|language=en|access-date=2018-10-26}}</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 pulled back to the same thing. |
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== Characteristics == |
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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 that demand a broad attention span, including conventional social interaction. Language development can be affected, both through the broad attention required and the psychological impact of language providing a tool for others to manipulate a child's interest system. As Murray et al argue: 'Disruption of the attention tunnel is a painful experience. Language may suddenly become unattractive for a deeply monotropic infant.' |
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Individuals with monotropism have problems sustaining performance because of attention regulation dysfunction, meaning that something is wrong with their behavioral control system, meaning the parts of the brain that control behavior and attention.<ref name=Van>{{cite journal|last=Van Rijn|first=S |author2=De Sonneville, L. |author3=Pieterse, J. |author4=Swaab, H. |author5=Lahuis, B. |author6=Van Engeland, H.|title=Executive function in MCDD and PDD-NOS: A study of inhibitory control, attention regulation and behavioral adaptivity.|journal=Journal of Autism and Developmental Disorders|year=2013|volume=43|issue=6|pages=1356–1366|doi=10.1007/s10803-012-1688-4}}</ref> Children with monotropism generally perform poorly at tasks involving executive function, attention, processing speed, and motor coordination. It has been found that children with autism have significantly lower reading scores than normal children and both children with autism and children with [[attention deficit hyperactivity disorder]] (ADHD) perform poorly in attention tasks as compared to a non-disabled child. Children with autism and ADHD also performed significantly worse in tasks pertaining to reading, attention, [[graphomotor skills]], and processing speed. [[Neuropsychological]] functioning is similar in children with [[high-functioning autism]] and ADHD.<ref name=Mayes>{{cite journal|last=Mayes|first=S|author2=Calhoun, S.|title=Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder|journal=Child Neuropsychology |year=2007|volume=13|issue=6|pages=469–493|doi=10.1080/09297040601112773}}</ref> |
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In the monotropism account, [[theory of mind]] difficulties seen in autistic people are not a 'core deficit' central to autism, but rather follow from the attentional demands of social interaction. As the autistic sociologist Damian Milton puts it, 'recognition of others may only occur if connected to the fulfilling of interests that the autistic individual has, otherwise the existence of others may not be registered at all. A monotropic focus leads to a fragmented view of the world, and from such a viewpoint it is exceptionally hard to make sense of social interactions, leading to potentially both apparent and real ‘theory of mind’ difficulties.'<ref>{{Cite web|url=http://www.aettraininghubs.org.uk/wp-content/uploads/2012/08/1_So-what-exactly-is-autism.pdf|title=So what exactly is autism?|last=Milton|first=Damian|date=2012|website=Autism Education Trust|archive-url=|archive-date=|dead-url=|access-date=2018-10-26}}</ref> |
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A defining characteristic of individuals with monotropism is that they have problems involving shifting, keeping, and engaging attention. Multiple studies have suggested that cerebellar abnormalities could correlate with these trends, and that in these individuals the [[cerebellum]] must work harder than normal to achieve tasks. The prefrontal areas have been known to have greater excitation in the brains of these children as well.<ref name=Coleman>{{cite book|last=Coleman|first=Mary|title=The Neurology of Autism|year=2005|publisher=Oxford University Press, Inc|location=New York, New York|isbn=978-0-19-518222-4|pages=81–82}}</ref> |
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The amount of attention available is limited, so [[cognitive processes]] are forced to compete. Tasks that require a broad attention span include social interaction, language, and shifting attention, therefore monotropic individuals have problems with all of these. They struggle with [[top down processing]] and do not react well to unanticipated change.<ref name=Milton /> Sometimes the individuals deregulation of thought turns into a [[psychotic disorder]].<ref name=Van /> |
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| ⚫ | Monotropic individuals have trouble processing multiple things at once, particularly when it comes to multitasking while listening. Some have trouble taking notes in class while listening to a teacher,<ref name="Bogdashina">{{cite book|last=Bogdashina|first=Olga|title=Sensory perceptual issues in autism and asperger syndrome: Different sensory experiences-different perceptual worlds|year=2003|publisher=Jessica Kingsley Publishers|url=https://books.google.com/books?hl=en&lr=&id=RCQ1U38WmjIC&oi=fnd&pg=PA11&dq=monotropism+autism&ots=uXWYIP7uPG&sig=Z4VfRcVkGhJdZf55OmLO-GTKLm4#v=onepage&q=monotropism%20autism&f=false}}</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" /> |
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The [[fusiform gyrus]] is known to be activated by human faces and has been found to be [[hypoactive]] in autistic children, however this is not the only disorder in which this is the case. Eye gaze is also known to activate the [[superior temporal gyrus]], which is less active in monotropic children with autism. These children often cannot imitate or comprehend gestures. However, some have hyperactive [[olfactory pathways]] and are able to identify people by their smell. Dysfunctional neural circuits are characteristic of autism <ref name=Mayes /> Some regions under investigation to be a potential source of autism include the [[frontal lobes]], [[temporal lobes]], [[Insular cortex|insula]], [[limbic system]], [[corpus callosum]], [[thalamus]], [[brainstem]], and cerebellum,<ref name=Coleman /> and therefore these areas could be related to monotropism. |
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| ⚫ | In order for a child to be diagnosed with an ASD, they must exhibit a restricted and repetitive behavior (RRB). These behaviors arise due to the inability of the monotropic individual to shift attention and cause obsession with an object or ritual. Murray and Lesser describe the mind of a monotropic individual to work much like that of a hunter, in which the person fully believes what is currently being seen, and suppresses knowledge learned previously. This account is strongly echoed in later work by Karvalis et al in the [[Predictive processing model]]<ref>{{Cite journal|last=Karvelis|first=Povilas|last2=Seitz|first2=Aaron R|last3=Lawrie|first3=Stephen M|last4=Seriès|first4=Peggy|date=2018-05-14|title=Autistic traits, but not schizotypy, predict increased weighting of sensory information in Bayesian visual integration|url=https://elifesciences.org/articles/34115|journal=eLife|language=en|volume=7|doi=10.7554/eLife.34115|issn=2050-084X}}</ref>. This mind is capable of suppressing pain and focusing attention on something else. It has the ability to develop great depth in an interest or skill rather than gaining breadth in an array of interests.<ref name="Lesser">{{cite journal|last=Lesser|first=M. M.|author2=Murray, D. D.|title=Mind as a Dynamical System: Implication for Autism|year=1998|pages=217–230}}</ref> |
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=== Executive functions === |
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Typically, monotropic individuals have problems with cognitive processes that make up [[executive functioning]], including planning, generativitiy, mental flexibility, and self-motivation. It has been shown that executive functioning is directly related to the frontal and prefrontal cortices and that [[dopamine]] influences many executive functions including attention, motor activity, social behavior, and perception of the outside world. |
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Other disorders that show problems with executive functioning include [[Autism Spectrum Disorders]], [[Attention Deficit Disorder]], [[Bipolar Disorder]], and [[Schizophrenia]].<ref name=Hosenbocus>{{cite journal|last=Hosenbocus|first=S|author2=Chahal, R.|title=A Review of Executive Function Deficits and Pharmacological Management in Children and Adolescents|journal=Journal of the Canadian Academy of Child & Adolescent Psychiatry|date=August 2012|volume=21|issue=3|pages=223–229}}</ref> |
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== Implications for practice == |
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Specific memory related executive functioning problems that monotropic individuals typically display involve [[retrospective memory]], [[prospective memory]], and executing intentions. In particular, Williams, Boucher, Lind, and Jarroid have performed studies showing that children with [[autism spectrum disorders]] (ASD's) have particular problems with time based prospective memory whereas event based prospective memory seems to be normal. This could be because of problems with self-awareness and mentalizing ability, a characteristic of monotropism.<ref>{{cite journal|last=Williams|first=D|author2=Lind, S. |author3=Boucher, J. |author4=Jarrold, C. |title=Time-based and event-based prospective memory in autism spectrum disorder: The roles of executive function and theory of mind, and time-estimation|journal=Journal of Autism and Developmental Disorders|year=2013|volume=43|issue=7|pages=1555–1569|doi=10.1007/s10803-012-1703-9}}</ref> They also are known to have problems with working memory, inhibition, sustained attention, and attentional flexibility.<ref name=Hosenbocus /> |
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=== Theory of Mind === |
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*Allow them to pursue their own interests, and build understanding that way. |
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Monotropic individuals usually have a deficit in [[Theory of Mind]], which is defined as the ability to understand what other people feel and think. The main emotion associated with Theory of Mind that monotropic individuals lack is empathy. The majority fail at [[false belief tasks]], however some people question whether this failure could be because of poor [[language processing]] or [[memory]].<ref name=Milton>{{cite web|last=Milton|first=Damian|title=So what exactly is autism|url=http://www.aettraininghubs.org.uk/wp-content/uploads/2012/08/1_So-what-exactly-is-autism.pdf|publisher=Autism Education Trust|accessdate=13 November 2013}}</ref> |
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* Improve understanding in order to correct false or partial connections. |
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The focus should not be just on the autistic person's behaviours, skills or understandings; it is vital - and rewarding - for those around them to put in work to understand their perspectives, too. |
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== Signs and symptoms == |
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| ⚫ | Monotropic individuals have trouble processing multiple things at once, particularly when it comes to multitasking while listening. Some have trouble taking notes in class while listening to a teacher,<ref name=Bogdashina>{{cite book|last=Bogdashina|first=Olga|title=Sensory perceptual issues in autism and asperger syndrome: Different sensory experiences-different perceptual worlds|year=2003|publisher=Jessica Kingsley Publishers|url=https://books.google.com/books?hl=en&lr=&id=RCQ1U38WmjIC&oi=fnd&pg=PA11&dq=monotropism+autism&ots=uXWYIP7uPG&sig=Z4VfRcVkGhJdZf55OmLO-GTKLm4#v=onepage&q=monotropism%20autism&f=false}}</ref> |
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* Inability to infer and imply things from situations |
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* Short attention spans |
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* Difficulty multitasking |
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* Inappropriate reactions to situations |
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* Repetitive behaviors such as stereotypies or [[stimming]] |
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* Obsession with parts of objects |
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* No peer relationships |
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* Social problems |
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* Inability to share emotions, empathy |
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* Delayed or no speech |
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* Resistance to change |
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* Inability to step into someone else’s shoes <ref name=Murray /> |
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In order for a child to be diagnosed with an ASD, he or she must exhibit a restricted and repetitive behavior (RRB). These behaviors arise due to the inability of the monotropic individual to shift attention and cause obsession with an object or ritual. A common symptom of ASD’s is a motor impairment, but that is not classified as a criterion for diagnosis.<ref name=Ravizza>{{cite journal|last=Ravizza|first=S.|author2=Solomon, M. |author3=Ivry, R. |author4=Carter, C. |title=Restricted and repetitive behaviors in autism spectrum disorders: The relationship of attention and motor deficits.|journal=Development and Psychopathology|year=2013|volume=25|issue=3|doi=10.1017/S0954579413000163|pages=773–784}}</ref> |
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== Behavioral experiments == |
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In a study by Crane, Pring, Ryder, and Hermelin, [[Savant syndrome|savants]] were tested along with typical individuals with ASDs in the [[Wisconsin Card Sorting Test]], which is designed to test design fluency and set-shifting. This test showed that savants have better fluency and monitoring than typical individuals with ASDs, but performed at similar levels on tasks unrelated to the individual's specific ability.<ref name=Crane>{{cite journal|last=Crane|first=L|author2=Pring, L. |author3=Ryder, N. |author4=Hermelin, B. |title=Executive functions in savant artists with autism|journal=Research in Autism Spectrum Disorders|year=2011|volume=5|issue=2|pages=790–797|doi=10.1016/j.rasd.2010.09.007}}</ref> |
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It has been found that there is decreased cerebellar activity in autistic children in areas regarding shifting peripheral attention, performing attention tasks, and tests quantifying the amount and time children explore new environments. Regarding attention related events, parietal lobe activity and frontal lobe activity have been seen to decrease as well.<ref name=Coleman /> |
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A study in which autistic adults were tested via [[Positron Emission Tomography]] (PET) while performing language tasks showed that activity in the left frontal area and [[dentate nucleus]] was lower in the control group during the listening tasks, but was higher during the motor task of repeating language. |
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Sturm, Fermell, and Gilberg conducted a study that tested children with ASDs, mostly Asperger’s, that had a normal to high [[Intelligence Quotient]] (IQ). They found that 99% of them had severe social interaction dysfunction, 75% had motor problems, and 94% had restricted interests.<ref name=Sturm>{{cite journal|last=Sturm|first=H. |author2=Fernell, E. |author3=Gillberg, C. |title=Autism spectrum disorders in children with normal intellectual levels: Associated impairments and subgroups|journal=Developmental Medicine and Child Neurology|year=2004|volume=46|issue=7|pages=444–447|doi=10.1111/j.1469-8749.2004.tb00503.x|pmid=15230456}}</ref> |
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Ravizza, Solomon, Ivry, and Carter tested the relationship between attention and motor impairments via a finger tapping task. They found that attention was not directly related to motor deficits and that there was also not a correlation of motor deficits and restricted interests. However, there was a direct correlation between motor deficits and stereotyped behaviors.<ref name=Ravizza /> |
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== Treatment == |
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Treatment for monotropic individuals currently is similar to treatment for autistic individuals. Mary Coleman in the book The Neurology of Autism, states "individualized, in-depth clinical and laboratory assessments and integrative parent-physician-scientist cooperation are the keys to a successful ASD management".<ref name=Coleman /> Some typical management strategies include educational comprehensive programs, [[Applied Behavioral Analysis]] (ABA), speech and language therapy, [[Occupational Therapy]], Sensory Integration Therapy, and [[psychopharmacology]].<ref name=Myers>{{cite journal|last=Myers|first=Scott M.|author2=Johnson, Chirs Plauche|title=Management of Children With Autism Spectrum Disorders|journal=Pediatrics|date=October 2007|volume=120|issue=5}}</ref> |
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* Improve understanding in lacking areas |
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Certain drugs have also proven to be effective to treat specific behaviors characteristic of monotropic individuals. When children with monotropism have quickly changing moods, self injure themselves, and are aggressive, the anti psychotic [[risperidone]] is often prescribed. [[Serotonin]] has been shown to decrease repetitive behaviors and neuroleptic drugs can be prescribed for antidepressant and stimulant needs. |
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== References == |
== References == |
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Revision as of 09:11, 26 October 2018
Monotropism is a cognitive strategy posited to be the central underlying feature of autism. A monotropic mind is one that focuses its attention on a small number of interests at any time, tending to miss things outside of this attention tunnel. The theory of monotropism was developed by Dr Dinah Murray, Wenn Lawson and Mike Lesser starting in the 1990s, and published about in the journal Autism in 2005[1]. Wenn 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.
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 states[2][3]. 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 pulled back to the same thing.
Characteristics
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 that demand a broad attention span, including conventional social interaction. Language development can be affected, both through the broad attention required and the psychological impact of language providing a tool for others to manipulate a child's interest system. As Murray et al argue: 'Disruption of the attention tunnel is a painful experience. Language may suddenly become unattractive for a deeply monotropic infant.'
In the monotropism account, theory of mind difficulties seen in autistic people are not a 'core deficit' central to autism, but rather follow from the attentional demands of social interaction. As the autistic sociologist Damian Milton puts it, 'recognition of others may only occur if connected to the fulfilling of interests that the autistic individual has, otherwise the existence of others may not be registered at all. A monotropic focus leads to a fragmented view of the world, and from such a viewpoint it is exceptionally hard to make sense of social interactions, leading to potentially both apparent and real ‘theory of mind’ difficulties.'[4]
Monotropic individuals have trouble processing multiple things at once, particularly when it comes to multitasking while listening. Some have trouble taking notes in class while listening to a teacher,[5] 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.[5]
In order for a child to be diagnosed with an ASD, they must exhibit a restricted and repetitive behavior (RRB). These behaviors arise due to the inability of the monotropic individual to shift attention and cause obsession with an object or ritual. Murray and Lesser describe the mind of a monotropic individual to work much like that of a hunter, in which the person fully believes what is currently being seen, and suppresses knowledge learned previously. This account is strongly echoed in later work by Karvalis et al in the Predictive processing model[6]. This mind is capable of suppressing pain and focusing attention on something else. It has the ability to develop great depth in an interest or skill rather than gaining breadth in an array of interests.[7]
Implications for practice
To help autistic individuals in understanding and navigating the world, Murray et al propose that certain steps could be helpful. These include:
- Increase connections with other people through the child's interests: 'start where the child is'.
- Allow them to pursue their own interests, and build understanding that way.
- Improve understanding in order to correct false or partial connections.
- Make tasks more attainable by decreasing the number and complexity of them.
- Make tasks and connections more meaningful.[1]
The focus should not be just on the autistic person's behaviours, skills or understandings; it is vital - and rewarding - for those around them to put in work to understand their perspectives, too.
References
- ^ a b c Murray, Dinah; Lesser, M.; Lawson, W (1 May 2005). "Attention, monotropism and the diagnostic criteria for autism" (PDF). Autism. 9 (2): 139–56. doi:10.1177/1362361305051398. PMID 15857859. Retrieved 23 September 2013.
- ^ Studio 3 (2018-10-18), Studio III Atlass - Damian Milton on Monotropism and flow states, retrieved 2018-10-26
{{citation}}: CS1 maint: numeric names: authors list (link) - ^ Andy, McDonnell,; Damian, Milton, (2014-10-24). "Going with the flow: reconsidering 'repetitive behaviour' through the concept of 'flow states'". kar.kent.ac.uk. Retrieved 2018-10-26.
{{cite web}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link) - ^ Milton, Damian (2012). "So what exactly is autism?" (PDF). Autism Education Trust. Retrieved 2018-10-26.
{{cite web}}: Cite has empty unknown parameter:|dead-url=(help) - ^ a b Bogdashina, Olga (2003). Sensory perceptual issues in autism and asperger syndrome: Different sensory experiences-different perceptual worlds. Jessica Kingsley Publishers.
- ^ Karvelis, Povilas; Seitz, Aaron R; Lawrie, Stephen M; Seriès, Peggy (2018-05-14). "Autistic traits, but not schizotypy, predict increased weighting of sensory information in Bayesian visual integration". eLife. 7. doi:10.7554/eLife.34115. ISSN 2050-084X.
{{cite journal}}: CS1 maint: unflagged free DOI (link) - ^ Lesser, M. M.; Murray, D. D. (1998). "Mind as a Dynamical System: Implication for Autism": 217–230.
{{cite journal}}: Cite journal requires|journal=(help)