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Object class or association class? Testing the user effect on cardinality interpretation

Geert Poels (UGent) , Frederik Gailly (UGent) , Ann Maes (UGent) and Roland Paemeleire
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Please use this url to cite or link to this publication:

MLA
Poels, Geert, Frederik Gailly, Ann Maes, et al. “Object Class or Association Class? Testing the User Effect on Cardinality Interpretation.” PERSPECTIVES IN CONCEPTUAL MODELING 3770 (2005): 33–42. Print.
APA
Poels, G., Gailly, F., Maes, A., & Paemeleire, R. (2005). Object class or association class? Testing the user effect on cardinality interpretation. PERSPECTIVES IN CONCEPTUAL MODELING, 3770, 33–42.
Chicago author-date
Poels, Geert, Frederik Gailly, Ann Maes, and Roland Paemeleire. 2005. “Object Class or Association Class? Testing the User Effect on Cardinality Interpretation.” Perspectives in Conceptual Modeling 3770: 33–42.
Chicago author-date (all authors)
Poels, Geert, Frederik Gailly, Ann Maes, and Roland Paemeleire. 2005. “Object Class or Association Class? Testing the User Effect on Cardinality Interpretation.” Perspectives in Conceptual Modeling 3770: 33–42.
Vancouver
1.
Poels G, Gailly F, Maes A, Paemeleire R. Object class or association class? Testing the user effect on cardinality interpretation. PERSPECTIVES IN CONCEPTUAL MODELING. SPRINGER-VERLAG BERLIN; 2005;3770:33–42.
IEEE
[1]
G. Poels, F. Gailly, A. Maes, and R. Paemeleire, “Object class or association class? Testing the user effect on cardinality interpretation,” PERSPECTIVES IN CONCEPTUAL MODELING, vol. 3770, pp. 33–42, 2005.
@article{325521,
  author       = {{Poels, Geert and Gailly, Frederik and Maes, Ann and Paemeleire, Roland}},
  issn         = {{0302-9743}},
  journal      = {{PERSPECTIVES IN CONCEPTUAL MODELING}},
  language     = {{eng}},
  pages        = {{33--42}},
  publisher    = {{SPRINGER-VERLAG BERLIN}},
  title        = {{Object class or association class? Testing the user effect on cardinality interpretation}},
  volume       = {{3770}},
  year         = {{2005}},
}

Web of Science
Times cited: