This kind of analysis begins with the detection of T-patterns in a number of real-time behavior records describing human interactions in terms of the real-time occurrences of various types of behavioral events. The T-pattern type and an algorithm (the Theme software) for its detection have been described elsewhere [2,3,4,5]. T-patterns, which are recursively defined (as patterns of patterns), are essentially repeated chains of events characterized by fixed event order and significantly similar time distances between the consecutive parts of the chain over its repeated occurrences.

In human interactions the observable behavior may vary as a function of the subjects (individuals) involved. Interactions involving particular types of individuals may thus involve different kinds of and/or varying amounts of directly coded behaviors and these differences may be strong enough to allow their classification or clustering into previously known or unknown classes of diagnostic interest.

But varying kinds and quantities of directly coded behaviors may not be a sufficient basis for such distinctions (classification/clustering). In such cases particular temporal relations between the observed behaviors may provide the necessary added information. This paper thus presents examples from studies of both normal and handicapped children where statistical analysis of detected T-patterns has allowed classification while similar statistical analysis of the initial behaviors, irrespective of temporal patterning, did not [1,6,7,8]. The examples presented concern interactions between different kinds of normal and handicapped (deaf-dumb, mentally retarded or autistic) children.

References

1. De Roten, Y. (1999). L'interaction mère-enfants dans la narration d'un événement d'ordre émotionel. Faculté de Psychologie et des Sciences de l'Education. Section Psychologie, Université de Genève.
2. Magnusson, M.S. (1996a). Hidden real-time patterns in intra- and inter-individual behavior: description and detection. European Journal of Psychological Assessment, 12, 112-123.
3. Magnusson, M.S. (1996b). T-patterns, Theme and The Observer. In: Measuring Behavior '96. Proc. Int. Workshop on Methods and Techniques in Behavioral Research (16-18 October 1996, Utrecht, The Netherlands), 69. Electronic publication at www.noldus.com/events/mb96/abstract/magnusson.htm.
4. Magnusson, M.S. (1998). Real-time pattern detection versus standard sequential and time series analysis. In: Measuring Behavior '98. Proc. 2^nd Int. Conf. on Methods and Techniques in Behavioral Research (18-21 August 1998, Groningen, The Netherlands), 211-213. Electronic publication at www.noldus.com/ events/mb98/abstracts/magnusson.htm.
5. Magnusson, M.S. (2000). Discovering hidden time patterns in behavior: T-patterns and their detection. Behavior Research Methods, Instruments & Computers, 32, 93-110.
6. Sevre-Rousseau, S. (1999). Les competences sociales des enfants sourds-aveugles: influences de l'interlocuteur et du contexte sur les échanges interpersonnels. U.F.R. de Psychologie du Developpement. Paris, Université Paris V - René Descartes - Sciences Humaines - Sorbonne: 265.
7. Sigurdsson, T. (1997). La relation de tutelle entre parents et enfants handicappés mentaux de 4 à 6 ans. Sciences Humaines - Sorbonne. Paris, Université de Paris V René Descartes.
8. Willemsen-Swinkels, S.H.N.; Bakermans-Kranenburg, M.J.; Buitelaar, J.K.; van IJzendoorn, M.H.; van Engeland, H. (2000). Temporal patterns in children with a disorganized/disoriented attachment. This volume.

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