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Gelman (1972) notes that when the performance of children in experiments where they have counted is compared with that in experiments where they did not count, the resulting discrepancy adds support to the hypothesis that young children initially estimate by counting. Buckingham and MacLatchy's (1930) study on estimation showed children a random throw of objects, and the subjects were not prevented from counting. In contrast, in Douglas' (1925) study where three similar number tasks were used, children were discouraged from counting. If the groups of 6-year-olds in these and other studies that accordingly encourage or discourage counting are compared, a large discrepancy can be observed. In the first case, the percentage of children who accurately estimated non-linear arrays of around 10 items on at least one trial varied from 54% to 70%, while in the latter case only 8% of the children successfully estimated the numerosity of 10-element arrays. Although the studies differed in a variety of ways, the similarity of the tasks, the selection of the same age group and the use or absence of counting suggest that at least some part of this impressively large discrepancy in successful estimation scores can be attributed to the presence of absence of counting.