The Relationship Between Confidence and Conformity in a Non-routine Counting Task With Young Children: Dedicated to the Memory of Purificación Rodríguez.

Counting is a complex cognitive process that is paramount to arithmetical development at school. The improvement of counting skills of children depends on their understanding of the logical and conventional rules involved. While the logical rules are mandatory and related to one-to-one correspondence, stable order, and cardinal principles, conventional rules are optional and associated with social customs.