<p>This study examined the idea that each mathematical operation (addition, subtraction, multiplication and division) is mainly linked to one of the components of working memory as proposed by Baddeley. The phonological loop, visual-spatial sketchpad and central executive have been studied using a dual-task methodology with 7 different secondary tasks. 35 undergraduate and graduate students were timed in their response time for mental calculation and error rates were calculated. Results show clear differences of operations and of number pairs. Interaction between conditions and operations was just approaching significance. Results did not give support to the idea that operations can be linked to a certain working memory component. Several factors, such as language, problem size, lack for detail in the working memory model, difficulty of the secondary tasks, and internal validity problems are discussed with regard to the results and mental arithmetic.</p>

This study examined the idea that each mathematical operation (addition, subtraction, multiplication and division) is mainly linked to one of the components of working memory as proposed by Baddeley. The phonological loop, visual-spatial sketchpad and central executive have been studied using a dual-task methodology with 7 different secondary tasks. 35 undergraduate and graduate students were timed in their response time for mental calculation and error rates were calculated. Results show clear differences of operations and of number pairs. Interaction between conditions and operations was just approaching significance. Results did not give support to the idea that operations can be linked to a certain working memory component. Several factors, such as language, problem size, lack for detail in the working memory model, difficulty of the secondary tasks, and internal validity problems are discussed with regard to the results and mental arithmetic.