One difficulty that mathematically naive subjects encounter in solving arithmetic word problems involves the limitation on short term memory (STM) capacity. It is hypothesized that naive subjects, not having access to formal problem solving strategies, may find visualization useful in reducing strain on STM. Two experiments are reported. The results of the first support the hypothesis that naive subjects make fewer errors on problems that are easier to visualize (problems using small numbers and discrete quantities) than on problems which are harder to visualize (those using large numbers and continuous quantities) when all other factors are held constant. The second experiment replicates the results of the first and also supports the hypothesis that this effect is not found with experienced problem solvers. The educational implications of these findings are briefly discussed. (Author)