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The role of executive and phonological working memory resources in simple arithmetic was investigated in two experiments. Participants had to solve simple multiplication problems (e.g., 4 x 8; Experiment 1) or simple division problems (e.g., 42 / 7; Experiment 2) under no-load, phonological-load, and executive-load conditions. The choice/no-choice method was used to investigate strategy execution and strategy selection independently. Results for strategy execution showed that executive working memory resources were involved in direct memory retrieval of both multiplication and division facts. Executive working memory resources were also involved in the use of nonretrieval strategies. Phonological working memory resources, on the other hand, tended to be involved in nonretrieval strategies only. Results for strategy selection showed no effects of working memory load. Finally, correlation analyses showed that both strategy execution and strategy selection correlated with individual-difference variables, such as gender, math anxiety, associative strength, calculator use, arithmetic skill, and math experience.

Do multiplication and division strategies rely on executive and phonological working memory resources?