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  1. Wolff-Michael Roth (2014). At the Intersection of Text and Talk: On the Reproduction and Transformation of Language in the Multi-Lingual Evaluation of Multi-Lingual Texts. Semiotica 2014 (202).
    Name der Zeitschrift: Semiotica Jahrgang: 2014 Heft: 202 Seiten: 109-154.
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  2. Norm Friesen & Wolff-Michael Roth (2013). The Anatomy Lecture Then and Now: A Foucauldian Analysis. Educational Philosophy and Theory:1-19.
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  3. Wolff-Michael Roth (2011). Conceiving Concepts and Conceptions: A Cultural-Historical Approach. Journal of Theoretical and Philosophical Psychology 31 (2):106-114.
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  4. Wolff-Michael Roth (2010). An Anthropology of Reading Science Texts in Online Media. Semiotica 2010 (182):409-442.
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  5. Wolff-Michael Roth (2009). On the Inclusion of Emotions, Identity, and Ethico-Moral Dimensions of Actions. In Annalisa Sannino, Harry Daniels & Kris D. Gutierrez (eds.), Learning and Expanding with Activity Theory. Cambridge University Press. 53--74.
  6. Lilian Pozzer-Ardenghi & Wolff-Michael Roth (2008). Catchments, Growth Points, and the Iterability of Signs in Classroom Communication. Semiotica 2008 (172):389-409.
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  7. Michael Hg Hoffmann & Wolff-Michael Roth (2007). The Complementarity of a Representational and an Epistemological Function of Signs in Scientific Activity. Semiotica 164 (1/4):101-121.
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  8. Wolff-Michael Roth (2006). A Dialectical Materialist Reading of the Sign. Semiotica 2006 (160):141-171.
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  9. Michael H. G. Hoffmann & Wolff-Michael Roth (2005). What You Should Know to Survive in Knowledge Societies: On a Semiotic Understanding of 'Knowledge'. Semiotica 2005 (157):105-142.
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  10. Wolff-Michael Roth (2004). Theory and Praxis of Metacognition. Pragmatics and Cognition 12 (1):153-168.
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  11. Teresa Bejarano-Fernández, Mary Besemeres, Anna Wierzbicka, Christoph Mischo, Steve Nicolle, Pablo Gamallo Otero, Dorit Ravid, Shoshana Zilberbuch, Wolff-Michael Roth & Farzad Sharifian (2003). Policy Statement and Retraction V. Pragmatics and Cognition 11 (2):405-406.
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  12. Wolff-Michael Roth (2003). From Epistemic (Ergotic) Actions to Scientific Discourse: The Bridging Function of Gestures. Pragmatics and Cognition 11 (1):141-170.
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  13. Wolff-Michael Roth (2003). From Epistemic (Ergotic) Actions to Scientific Discourse: Do Gestures Obtain a Bridging Function. Pragmatics and Cognition 11:139-168.
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  14. Wolff-Michael Roth & Daniel V. Lawless (2002). How Does the Body Get Into the Mind? Human Studies 25 (3):333-358.
    In this article, we propose that gestures play an important role in the connection between sensorimotor experience and language. Gestures may be the link between bodily experience and verbal expression that advocates of embodied cognition have postulated. In a developmental sequence of communicative action, gestures, which are initially similar to action sequences, substantially shorten and represent actions in metonymic form. In another process, action sequences are based on kinesthetic schemata that themselves find their metaphoric expression in language. Again, gestures enact (...)
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  15. Wolff-Michael Roth & Daniel V. Lawless (2002). Signs, Deixis, and the Emergence of Scientific Explanation. Semiotica 2002 (138).
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  16. Wolff-Michael Roth (1997). From Everyday Science to Science Education: How Science and Technology Studies Inspired Curriculum Design and Classroom Research. Science and Education 6 (4):373-396.
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  17. Wolff-Michael Roth & Michelle K. McGinn (1997). Graphing: Cognitive Ability or Practice? Science Education 81 (1):91-106.
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