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ntional counting rules and were unaware of their misconceptions. Nevertheless, the reasoned justifications of the testimony, offered by a unanimous majority, promoted considerable improvement in the tendency of the children to revise those misconceptions.The process of assessing executive functions through behavioral observation scales is still under theoretical and empirical construction. This article reports on the analysis of the factorial structure of the EOCL-1 scale that assesses executive functions, as proposed by the theory dev
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