1. Ackerman, J. M. (1990). Reading, writing, and knowing: the role of disciplinary knowledge in comprehension and composing. National Center for the Study of Writing Technical Report 40.
2. The curse of knowledge in economic settings: an experimental analysis;Camerer;Journal of Political Economy,1989
3. Cho, K. (2004). When multi-peers give better advance than an expert: the type and impact of feedback given by students and an expert on student writing. Unpublished doctoral dissertation, University of Pittsburgh.
4. Cho, K., & Schunn, C. D. (2003). Validity and reliability of peer assessments with a missing data estimation technique. In Proceedings of ED-Media 2003, Hawaii, USA.
5. Cho, K., Schunn, C. D., & Lesgold, A. (2002). Comprehension monitoring and regulation in distance collaboration. In Proceedings of cognitive science conference, George Mason University, Virginia, USA.