A longstanding objective of human-computer interaction research is to develop better dialog systems for end users. The subset of user modelling research specifically, aims to provide dialog researchers with models of user behaviour to aid with the design and improvement of dialog systems. Where dialog systems are commercially deployed, they are often to be used by a vast number of users, where sub-optimal performance could lead to an immediate financial loss for the service provider, and even user alienation. Thus, there is a strong incentive to make dialog systems as functional as possible immediately, and crucially prior to their release to the public. Models of user behaviour fill this gap, by simulating the role of human users in the lab, without the losses associated with sub-optimal system performance. User models can also tremendously aid design decisions, by serving as tools for exploratory analysis of real user behaviour, prior to designing dialog software. User modelling is the central problem of this thesis. We focus on a particular kind of dialogs termed task-oriented dialogs (those centred around solving an explicit task) because they represent the frontier of current dialog research and commercial deployment. Users taking part in these dialogs behave according to a set of user goals, which specify what they wish to accomplish from the interaction, and tend to exhibit variability of behaviour given the same set of goals. Our objective is to capture and reproduce (at the semantic utterance level) the range of behaviour that users exhibit while being consistent with their goals. We approach the problem as an instance of generative probabilistic modelling, with explicit user goals, and induced entirely from data. We argue that doing so has numerous practical and theoretical benefits over previous approaches to user modelling which have either lacked a model of user goals, or have been not been driven by real dialog data. A principal problem with user modelling development thus far has been the difficulty in evaluation. We demonstrate how treating user models as probabilistic models alleviates some of these problems through the ability to leverage a whole raft of techniques and insights from machine learning for evaluation. We demonstrate the efficacy of our approach by applying it to two different kinds of task-oriented dialog domains, which exhibit two different sub-problems encountered in real dialog corpora. The first are informational (or slot-filling) domains, specifically those concerning flight and bus route information. In slot-filling domains, user goals take categorical values which allow multiple surface realisations, and are corrupted by speech recognition errors. We address this issue by adopting a topic model representation of user goals which allows us capture both synonymy and phonetic confusability in a unified model. We first evaluate our model intrinsically using held-out probability and perplexity, and demonstrate substantial gains over an alternative string-goal representations, and over a non-goal-directed model. We then show in an extrinsic evaluation that features derived from our model lead to substantial improvements over strong baseline in the task of discriminating between real dialogs (consistent dialogs) and dialogs comprised of real turns sampled from different dialogs (inconsistent dialogs). We then move on to a spatial navigational domain in which user goals are spatial trajectories across a landscape. The disparity between the representation of spatial routes as raw pixel coordinates and their grounding as semantic utterances creates an interesting challenge compared to conventional slot-filling domains. We derive a feature-based representation of spatial goals which facilitates reasoning and admits generalisation to new routes not encountered at training time. The probabilistic formulation of our model allows us to capture variability of behaviour given the same underlying goal, a property frequently exhibited by human users in the domain. We first evaluate intrinsically using held-out probability and perplexity, and find a substantial reduction in uncertainty brought by our spatial representation. We further evaluate extrinsically in a human judgement task and find that our model’s behaviour does not differ significantly from the behaviour of real users. We conclude by sketching two novel ideas for future work: the first is to deploy the user models as transition functions for MDP-based dialog managers; the second is to use the models as a means of restricting the search space for optimal policies, by treating optimal behaviour as a subset of the (distributions over) plausible behaviour which we have induced.

Made available in DSpace on 2016-08-10T11:07:23Z (GMT). No. of bitstreams: 1 VANDERLEY JOSE DE OLIVEIRA.pdf: 1347225 bytes, checksum: 829503370024d873f3441c082b2ceb9c (MD5) Previous issue date: 2016-02-26 / This research presents a cutout in the work of the French poet Jean Nicolas Arthur Rimbaud and Brazilian artists Renato Russo and Paul Leminski in analog form; grounded in the literature and cultural production of the final decades of the nineteenth century in France and Brazil, as well as in the final decades of the twentieth century. The analysis of texts is directed to modernity: the hybrid theoretical aspects, polyphonic and dialogic; with emphasis on marginalized and subaltern enunciation. The aim is to demonstrate, through these productions, the interartistic effects of such aspects as well as its reflex on the language and public reader-listener: the interlocutors. In discussing these issues based on the triad of texts, the study aims to mark the arising of modern poetry, even in the late nineteenth century, the moment that Rimbaud is the protagonist. Thus, was used as an object of analysis: the poems of Rimbaud: Fome and O coração logrado ; the songs of Renato Russo: Teatro dos vampiros and Daniel na cova dos leões and, finally, the poems of Leminski: Sintonia para pressa e presságio and Sem título . In this context, the painting O gritoof the Norwegian Edvard Munch (1893) emerges as a visual correspondence of poetic and musical art. / Esta pesquisa apresenta um recorte da obra do poeta francês Jean Nicolas Arthur Rimbaud e dos artistas brasileiros Renato Russo e Paulo Leminski, de forma analógica, embasado na literatura e produção cultural das décadas finais do século XIX na França e no Brasil, só que nas décadas finais do século XX. A análise dos textos está direcionada à modernidade: seus aspectos teóricos híbridos, polifônicos e dialógicos, com ênfase na marginalidade e enunciação subalterna. O objetivo é demonstrar, por meio dessas produções, os efeitos interartísticos de tais aspectos, bem como seus reflexos na linguagem e no público leitor-ouvinte: os interlocutores. Ao discutir tais temas com base nos textos da tríade, o estudo visa a demarcar o surgimento da poesia moderna, ainda no final do século XIX, momento no qual Rimbaud é protagonista. Para tanto, foi utilizado como objeto de análise, os poemas de Rimbaud: FOME e O coração logrado ; canções de Renato Russo: Teatro dos vampiros e Daniel na cova dos leões e, por fim, os poemas de Leminski: Sintonia para pressa e presságio e Sem título . Nesse contexto, a pintura O Grito, do norueguês Edward Munch (1893), surge como a correspondência visual da arte poética e musical.

<p>This study sought to investigate the alleged problem of &lsquo / academic dependency&rsquo / , on the part of South African sociologists, on western scholarship. The stated problem is said to undermine South African sociologists&rsquo / ability to set their own intellectual and epistemological agenda. Sociology in South Africa is characterised by two issues: &lsquo / negations&rsquo / and theoretical &lsquo / extraversion&rsquo / . In the light of the foregoing claim, the study sought to investigate the underlying epistemological features of sociology curriculum in one of the South African universities. In investigating these issues, the thesis relies on the notion of &lsquo / authentic interlocutors&rsquo / put forward by Archie Mafeje. Literature on transformation of the social sciences in (South) Africa was reviewed. Methodologically, the study assumes a qualitative approach. In order comprehensively to understand the problem under investigation, in-depth interviews were conducted along with a review of course outlines of the selected department of sociology / these, in turn, were subjected to content analysis. Interviewees included, respectively, academic members of staff and postgraduate students. The study concludes by highlighting the &lsquo / ontological disconnect&rsquo / , on the part of South African sociologists, not only with their immediate environment but the rest of the African continent. In maintaining this view, it argues that their ontological and epistemological standpoints only succeed in highlighting their cultural affinity with Euro-American perspectives. The said ontological disconnect and cultural affinity, it is argued, lead to extraverted curricula.</p>

<p>This study sought to investigate the alleged problem of &lsquo / academic dependency&rsquo / , on the part of South African sociologists, on western scholarship. The stated problem is said to undermine South African sociologists&rsquo / ability to set their own intellectual and epistemological agenda. Sociology in South Africa is characterised by two issues: &lsquo / negations&rsquo / and theoretical &lsquo / extraversion&rsquo / . In the light of the foregoing claim, the study sought to investigate the underlying epistemological features of sociology curriculum in one of the South African universities. In investigating these issues, the thesis relies on the notion of &lsquo / authentic interlocutors&rsquo / put forward by Archie Mafeje. Literature on transformation of the social sciences in (South) Africa was reviewed. Methodologically, the study assumes a qualitative approach. In order comprehensively to understand the problem under investigation, in-depth interviews were conducted along with a review of course outlines of the selected department of sociology / these, in turn, were subjected to content analysis. Interviewees included, respectively, academic members of staff and postgraduate students. The study concludes by highlighting the &lsquo / ontological disconnect&rsquo / , on the part of South African sociologists, not only with their immediate environment but the rest of the African continent. In maintaining this view, it argues that their ontological and epistemological standpoints only succeed in highlighting their cultural affinity with Euro-American perspectives. The said ontological disconnect and cultural affinity, it is argued, lead to extraverted curricula.</p>

Older Norwegian adults with an intellectual disability are today more integrated into society than earlier generations. Some represent the last of the generation that experienced and can talk about childhoods in central institutions and about living under the World War II Nazi regime. The closure of Norwegian institutions, which took place in the1990s, was based on social valuation theories. The post-closure situation for people with intellectual disabilities, their staff and local authorities was very different form what they had experienced previously, local authorities being responsible for providing person-centred services. This thesis examines whether life story work represents an effective approach to the person-centred support of older adults with an intellectual disability, through examining the impact of this work on services users (‘storytellers’) and their life story work supporters (‘interlocutors’). ‘The life story model of identity’ developed primarily by the American psychologist and professor Dan P. McAdams, is a major contribution to the thinking of this study. The model emphasises the importance of service providers’ understanding and knowledge of their service users’ life stories. A combination of critical realism and interpretative phenomenology analysis is advanced as a suitable joint philosophical framework for investigating the impact life story work has on both storytellers with intellectual disabilities (aged 45+) and on the interlocutors they personally chose from their staff group. The Delphi technique was used in a preparatory phase of interviews of six experienced life story workers from three different countries. A Participatory Action Research (PAR) approach was used to prepare the intervention, to develop the LSW programme and for pre- and post-interviews. 38 participants from day centres and residential settings in Norway took part in the study. The results indicate that even staff who had known storytellers for a long time learned new and valuable information. They came into possession of a better understanding of the service users’ behaviour and the interlocutors’ attitudes to service users were changed by the experience of carry out life story work with them. The interlocutors stated that they considered life story work to be ‘important’ in today’s services. The storytellers experienced increased feelings of safety and greater awareness of their abilities, life span (roots) and of themselves as a person (identity and personal development). They expressed pride in their life story work and appreciated the time they had spent talking and working alone with their interlocutors. Storytellers and interlocutors both said that life story work had brought them closer together and the love and appreciation they had for each other was a clear result of the time they had spent together. The eight week programme was, however, also challenging for the interlocutors who had problems finding the opportunity to conduct two hours work a week without interruption from other contextual influences.

Magister Artium - MA / This study sought to investigate the alleged problem of ‘academic dependency’, on the part of South African sociologists, on western scholarship. The stated problem is said to undermine South African sociologists’ ability to set their own intellectual and epistemological agenda. Sociology in South Africa is characterised by two issues: ‘negations’ and theoretical ‘extraversion’. In the light of the foregoing claim, the study sought to investigate the underlying epistemological features of sociology curriculum in one of the South African universities. In investigating these issues, the thesis relies on the notion of ‘authentic interlocutors’ put forward by Archie Mafeje. Literature on transformation of the social sciences in (South) Africa was reviewed. Methodologically, the study assumes a qualitative approach. In order comprehensively to understand the problem under investigation, in-depth interviews were conducted along with a review of course outlines of the selected department of sociology; these, in turn, were subjected to content analysis. Interviewees included, respectively, academic members of staff and postgraduate students. The study concludes by highlighting the ‘ontological disconnect’, on the part of South African sociologists, not only with their immediate environment but the rest of the African continent. In maintaining this view, it argues that their ontological and epistemological standpoints only succeed in highlighting their cultural affinity with Euro-American perspectives. The said ontological disconnect and cultural affinity, it is argued, lead to extraverted curricula

Estudos têm analisado, apreendido e explicitado o modo como ocorrem as interações nas diferentes idades, particularmente nos primeiros anos de vida, considerando-as com distintos interlocutores e relacionando-as ao desenvolvimento global do indivíduo. Dentro dos estudos sobre interação, a linguagem tem sido vista como de fundamental importância nas relações entre os parceiros e ao processo de desenvolvimento da criança. Porém, as pesquisas diferem em pressupostos quando abordam diferentes interlocutores (mãe, babá, irmã, educadoras, coetâneos e o câmera). São também, fragmentados, investigando a criança com um interlocutor específico, sem considerar o conjunto das relações. Ainda, a noção de linguagem varia, a maioria das pesquisas restringindo-a ao aspecto verbal, enquanto que algumas poucas contemplam também diferentes formas de expressão e apreensão de significações (incluindo-se aí a linguagem não-verbal). Frente a esse panorama, definiu-se por investigar, a partir de um estudo de caso, quais recursos comunicativos e lingüísticos (verbais e não-verbais) são utilizados por um bebê no primeiro ano de vida, na interação com distintos interlocutores (mãe, babá, irmã, educadoras, coetâneos e o câmera).O material empírico utilizado foi obtido do Banco de Dados do Projeto Integrado Processos de adaptação de bebês à creche, que acompanhou a adaptação de 21 bebês (4-14 meses) em creche universitária. Após aprovação do CEP, um bebê foi selecionado (Iraídes - 09 meses ao ingresso), sendo realizada a transcrição microgenética de todos seus episódios interativos no primeiro mês de freqüência à creche. A análise foi guiada pela perspectiva teórico-metodológica da Rede de Significações e pela noção de campo interativo. Através da seleção dos episódios interativos com diferentes parceiros, foram construídos quadros verificando quais os recursos comunicativos utilizados e se existiriam semelhanças ou diferenças na interação do bebê com os distintos interlocutores. Os resultados apontaram vinte (20) diferentes tipos de recursos comunicativos do bebê com os distintos interlocutores, aqueles ocorrendo de forma diferente entre os diferentes parceiros de interação. Os recursos integrados foram os de maior freqüência na interação de Iraídes com todos os interlocutores, participando desta categoria 39 diferentes recursos comunicativos. A educadora Mirtes obteve o maior número de diferentes tipos de recursos comunicativos (12), enquanto que a educadora Branca obteve 05 recursos. A mãe obteve segundo lugar no número de recursos comunicativos (10). O bebê Isa foi o interlocutor que obteve a menor ocorrência nos diferentes recursos comunicativos (03), enquanto que o bebê Linda obteve um número maior (06) de distintos recursos. A babá obteve 08, a irmã Dalila 06 e o câmera José 05 diferentes recursos. Os resultados demonstram a multiplicidade e a riqueza dos tipos e das características de recursos comunicativos que o bebê pode fazer uso na relação com diferentes interlocutores. Os bebês podem iniciar um episódio interativo e existe a possibilidade dos bebês terem parceiros preferenciais nas suas interações, tanto nos de mesma idade como com os adultos. Entende-se a importância da creche nas relações e coloca-se a necessidade de novos estudos que destaquem os recursos comunicativos. / Studies have analyzed, understood and explained the way interactions happen at different ages, particularly in the first years of life, considering them with different partners and relating them to the global development of the child. Within the studies on interaction, language has been seen as extremely important in relationships between partners and to childrens development process. Nevertheless, the researches differ in assumptions when approaching different interlocutors (mother, nanny, sister, educators, coetaneous and cameraman). They are fragmented as well, investigating the child with a specific interlocutor, without considering the set of relationships. Moreover, the notion of language varies, with most researches restricting it to the oral aspect, whilst very few also contemplate different forms of expression and meaning apprehension (including non-oral language). Considering this aspects, it was decided to investigate, through a case study, which communicative and linguistic resources (oral and non-oral) are used by a baby in the first year of life, in interaction with different interlocutors (mother, father, caregivers, and other babies). The empirical data used was obtained from the Database of the Integrated Project Adaptation process of babies to the day-care center, which followed up the adaptation of 21 babies (4-14 months), at a university day-care center. After the approval by CEP, one baby was selected (Iraídes - 09 months) and the microgenetic transcription of all her interactive episodes in the first month in the day-care center was carried-out. Analysis was guided by the Network of Meanings theoretic-methodological perspective, besides the notion of interactive field. Through the selection of the interactive episodes with different partners, frames were built checking which communicative resources were used and if there were similarities or differences in the babys interaction with the different interlocutors. The results indicated twenty (20) different types of communicative resources of the baby with the different interlocutors. These resources happened differently between the different interaction partners. Integrated communicative means had a greater frequency in Iraídes interaction with all interlocutors, having been found 39 different communicative means in this category. The caregiver Mirtes obtained the largest number of different types of communicative means (12), whilst caregiver Branca obtained 05. The mother came in second place in the number of communicative means (10). Baby Isa was the interlocutor that had the smallest occurrence in the different communicative resources (03), whilst baby Linda had a larger number (06) of them. The babysitter had 08, the sister Dalila 06 and the cameraman José 05 different communicative means. The results show the multiplicity and abundant of types and characteristics of communicative means the baby can use in the relationship with different partners. Babies can begin an interactive episode and it is possible that babies have preferred partners in their interactions, both with the same age and adults. The importance of the day-care center is understood in the relationships and there is the need for new studies that highlight the communicative resources.

Dementia may cause impairment of linguistic abilities, affecting both production and comprehension, which in turn affects communication (Mahendra &amp; Hopper, 2012: Perkins, Whithworth &amp; Lesser, 1998). The aim of the present study was to investigate and describe the communication strategies in everyday conversations between people with dementia and their interlocutors, and to describe the identified interaction phenomena based on a participatory perspective. The study was conducted at a home for people with dementia. Three people with known dementia and two health professionals participated in the study. Everyday interactions were filmed, and then transcribed and analyzed according conversation analytic principles. The transcribed data was also analyzed with ideas from positioning theory. The present study highlights the presence of trouble sources in communication between the person with dementia and carers and how these are handled by the participants in terms of strategies, competence and positioning. The study shows that all participants use communicative strategies when trouble sources occurs, but also that trouble sources in the conversation sometimes are ignored. How trouble sources are handled affects how participants acknowledge themselves and each other competence and how they position themselves and each other in the conversation. The study also demonstrates that Conversation Analysis can be an important tool to map strenghts and break downs in communication between people with dementia and key interlocutors. That knowledge could then form the basis for designing individual adaptations and strategies to facilitate communication.

Submitted by Caroline Periotto (carol@ufscar.br) on 2016-09-26T14:16:48Z No. of bitstreams: 1 DissFLE.pdf: 3067436 bytes, checksum: 4c23dc0453566c64ecc13235832d3db3 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T20:49:37Z (GMT) No. of bitstreams: 1 DissFLE.pdf: 3067436 bytes, checksum: 4c23dc0453566c64ecc13235832d3db3 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T20:49:44Z (GMT) No. of bitstreams: 1 DissFLE.pdf: 3067436 bytes, checksum: 4c23dc0453566c64ecc13235832d3db3 (MD5) / Made available in DSpace on 2016-09-26T20:49:52Z (GMT). No. of bitstreams: 1 DissFLE.pdf: 3067436 bytes, checksum: 4c23dc0453566c64ecc13235832d3db3 (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Communication is one of the most important factors related to the quality of life of people with the diagnosis of autism, which can be absent or dysfunctional, with or without speech. Due to the importance of communication for humans to establish social exchanges, this study aims to evaluate the efficacy of an applicants and interlocutors training program for use of PECS-Adaptado in children /adolescents with autism spectrum disorder. The participants were three students not oralized and/or no functional speech. The criterion for the selection of participants in this study was based on the searching for students not oralized and/or no functional speech who presented diagnosis of autism spectrum disorder and does not presented visual and/or hearing impairment, in a midsize city located within the state of São Paulo. The classroom was attended by the teacher (PP1) of the participating students (PA1 and PA2) and the mother (PM3) of one of the participating students, who were qualified as interlocutors through teaching procedures of PECS-Adaptado program. It was used intermittently design of multiple baseline between participants, in which the subject acts as his own control. Family members of participants provide data for research according to the semi-structured initial interview guide and the list of participant’s interests. At the end of the sessions with the phase 3, the PA1 and PA2’s relatives were invited to follow the activities with their children at school, in order to also becoming immediate interlocutors. PM3 attended all sessions and another relative (father PA3) monitored the activities from stage 3. The interventions were conducted in a classroom of a special education school with the PA1 and PA2 by interlocutor PP1, and the house of PA3 by interlocutor PM3. The records protocols with PECS-Adaptado’s phases were used to record the performance of the participants. It was also used a record protocol for the interlocutors in order to recognize their performance through the opportunities offered to the participants. The results indicate that, after the application of interlocutors training program with the teacher and with the mother, the participating students presented satisfactory development of communication by exchange of figures. During the survey, participating students increased their communication skills, according to their needs and their desires through the interference of the interlocutors, who had an important role in the achievement of the program's effectiveness. The applicants and interlocutors, in addition of being capacitated, also understood the importance of using the alternative communication program for teaching and learning. / A comunicação tem sido um dos fatores mais importantes apontados no que diz respeito à qualidade de vida de pessoas com o diagnóstico de autismo, muitas vezes, nesses casos, podendo ser inexistente ou disfuncional, com ou sem fala. Diante da importância da comunicação para o ser humano estabelecer trocas sociais, esta pesquisa teve como objetivo avaliar a eficácia de um programa de formação de aplicadores e interlocutores para utilização do PECS-Adaptado em crianças/adolescentes com transtorno do espectro do autismo. Participaram da pesquisa três alunos não oralizados e/ou sem fala funcional. O critério para a seleção dos participantes baseou-se na procura de alunos não oralizados e/ou sem fala funcional, com diagnóstico de transtorno do espectro do autismo e ausência de deficiência visual e/ou auditiva, em um município de médio porte localizado no interior do estado de São Paulo. Participaram, também, a professora da sala de aula (PP1) dos participantes alunos (PA1 e PA2) e a mãe (PM3) de um dos participantes alunos, as quais foram capacitadas como aplicadoras e interlocutoras por meio dos procedimentos de ensino do programa PECS-Adaptado. Foi utilizado o delineamento intermitente de linha de base múltipla entre participantes, em que o sujeito atua como o seu próprio controle. Os familiares dos participantes forneceram dados necessários para o planejamento das intervenções, de acordo com o roteiro de entrevista semiestruturado inicial e com a lista de interesses dos participantes. Ao final das sessões, com a fase 3, os familiares de PA1 e PA2 foram convidados a acompanhar as atividades com os seus filhos na escola, a fim de se tornarem também interlocutores imediatos. A PM3 participou de todas as sessões e outro familiar (pai de PA3) acompanhou as atividades a partir da fase 3. As intervenções foram realizadas em uma sala de aula de uma escola de Educação Especial com o PA1 e PA2 pela interlocutora PP1, e na residência de PA3, pela interlocutora PM3. Os protocolos de registros com as fases do PECS-Adaptado foram usados para registrar o desempenho dos participantes. Também foi utilizado um protocolo de registro para as aplicadoras e interlocutoras a fim de reconhecer seu desempenho por meio das oportunidades oferecidas aos participantes. Os resultados alcançados apontam que, a partir da aplicação do programa de formação de interlocutores com a professora e com a mãe, os participantes alunos apresentaram desenvolvimento satisfatório de comunicação por troca de figuras. Durante a pesquisa, os participantes alunos aumentaram suas habilidades comunicativas de acordo com as suas necessidades e seus desejos, por meio da ação das aplicadoras e interlocutoras, que tiverem interferência durante todo o programa, garantindo sua eficácia. As aplicadoras e interlocutoras além de terem sido capacitadas, também compreenderam a importância do uso do programa de comunicação alternativa para o processo de ensino e aprendizagem.

Estudos têm analisado, apreendido e explicitado o modo como ocorrem as interações nas diferentes idades, particularmente nos primeiros anos de vida, considerando-as com distintos interlocutores e relacionando-as ao desenvolvimento global do indivíduo. Dentro dos estudos sobre interação, a linguagem tem sido vista como de fundamental importância nas relações entre os parceiros e ao processo de desenvolvimento da criança. Porém, as pesquisas diferem em pressupostos quando abordam diferentes interlocutores (mãe, babá, irmã, educadoras, coetâneos e o câmera). São também, fragmentados, investigando a criança com um interlocutor específico, sem considerar o conjunto das relações. Ainda, a noção de linguagem varia, a maioria das pesquisas restringindo-a ao aspecto verbal, enquanto que algumas poucas contemplam também diferentes formas de expressão e apreensão de significações (incluindo-se aí a linguagem não-verbal). Frente a esse panorama, definiu-se por investigar, a partir de um estudo de caso, quais recursos comunicativos e lingüísticos (verbais e não-verbais) são utilizados por um bebê no primeiro ano de vida, na interação com distintos interlocutores (mãe, babá, irmã, educadoras, coetâneos e o câmera).O material empírico utilizado foi obtido do Banco de Dados do Projeto Integrado Processos de adaptação de bebês à creche, que acompanhou a adaptação de 21 bebês (4-14 meses) em creche universitária. Após aprovação do CEP, um bebê foi selecionado (Iraídes - 09 meses ao ingresso), sendo realizada a transcrição microgenética de todos seus episódios interativos no primeiro mês de freqüência à creche. A análise foi guiada pela perspectiva teórico-metodológica da Rede de Significações e pela noção de campo interativo. Através da seleção dos episódios interativos com diferentes parceiros, foram construídos quadros verificando quais os recursos comunicativos utilizados e se existiriam semelhanças ou diferenças na interação do bebê com os distintos interlocutores. Os resultados apontaram vinte (20) diferentes tipos de recursos comunicativos do bebê com os distintos interlocutores, aqueles ocorrendo de forma diferente entre os diferentes parceiros de interação. Os recursos integrados foram os de maior freqüência na interação de Iraídes com todos os interlocutores, participando desta categoria 39 diferentes recursos comunicativos. A educadora Mirtes obteve o maior número de diferentes tipos de recursos comunicativos (12), enquanto que a educadora Branca obteve 05 recursos. A mãe obteve segundo lugar no número de recursos comunicativos (10). O bebê Isa foi o interlocutor que obteve a menor ocorrência nos diferentes recursos comunicativos (03), enquanto que o bebê Linda obteve um número maior (06) de distintos recursos. A babá obteve 08, a irmã Dalila 06 e o câmera José 05 diferentes recursos. Os resultados demonstram a multiplicidade e a riqueza dos tipos e das características de recursos comunicativos que o bebê pode fazer uso na relação com diferentes interlocutores. Os bebês podem iniciar um episódio interativo e existe a possibilidade dos bebês terem parceiros preferenciais nas suas interações, tanto nos de mesma idade como com os adultos. Entende-se a importância da creche nas relações e coloca-se a necessidade de novos estudos que destaquem os recursos comunicativos. / Studies have analyzed, understood and explained the way interactions happen at different ages, particularly in the first years of life, considering them with different partners and relating them to the global development of the child. Within the studies on interaction, language has been seen as extremely important in relationships between partners and to childrens development process. Nevertheless, the researches differ in assumptions when approaching different interlocutors (mother, nanny, sister, educators, coetaneous and cameraman). They are fragmented as well, investigating the child with a specific interlocutor, without considering the set of relationships. Moreover, the notion of language varies, with most researches restricting it to the oral aspect, whilst very few also contemplate different forms of expression and meaning apprehension (including non-oral language). Considering this aspects, it was decided to investigate, through a case study, which communicative and linguistic resources (oral and non-oral) are used by a baby in the first year of life, in interaction with different interlocutors (mother, father, caregivers, and other babies). The empirical data used was obtained from the Database of the Integrated Project Adaptation process of babies to the day-care center, which followed up the adaptation of 21 babies (4-14 months), at a university day-care center. After the approval by CEP, one baby was selected (Iraídes - 09 months) and the microgenetic transcription of all her interactive episodes in the first month in the day-care center was carried-out. Analysis was guided by the Network of Meanings theoretic-methodological perspective, besides the notion of interactive field. Through the selection of the interactive episodes with different partners, frames were built checking which communicative resources were used and if there were similarities or differences in the babys interaction with the different interlocutors. The results indicated twenty (20) different types of communicative resources of the baby with the different interlocutors. These resources happened differently between the different interaction partners. Integrated communicative means had a greater frequency in Iraídes interaction with all interlocutors, having been found 39 different communicative means in this category. The caregiver Mirtes obtained the largest number of different types of communicative means (12), whilst caregiver Branca obtained 05. The mother came in second place in the number of communicative means (10). Baby Isa was the interlocutor that had the smallest occurrence in the different communicative resources (03), whilst baby Linda had a larger number (06) of them. The babysitter had 08, the sister Dalila 06 and the cameraman José 05 different communicative means. The results show the multiplicity and abundant of types and characteristics of communicative means the baby can use in the relationship with different partners. Babies can begin an interactive episode and it is possible that babies have preferred partners in their interactions, both with the same age and adults. The importance of the day-care center is understood in the relationships and there is the need for new studies that highlight the communicative resources.