Abstract after all? Abstraction through inhibition in children and adults

I challenge two points in Cohen Kadosh & Walsh's (CK & W) argument: First, the definition of abstraction is too restricted; second, the distinction between representations and operations is too clear-cut. For example, taking jean Piaget's "conservation of number task," I propose that another way to avoid orthodoxy in the field of numerical cognition is to consider inhibition as an alternative idea of abstraction.