This study examined the relationship between effects found in studies of cognitive arithmetic and differences in the psychological representation of individual numbers. In two association experiments data were collected about all numbers from 1 to 100. Numbers which are part of the multiplication tables were predicted to be better integrated semantically. Semantic integration was measured in both continuous and discrete association settings using university students as experimental subjects. The variables taken to indicate semantic integration were meaningfulness, commonality of prime responses, percentage of omissions, reaction times and semantic content of the prime response. Tabled numbers were indeed found to obtain better scores than non-tabled numbers on each of these variables. At the same time, a change in the wording of the instruction was found to enhance semantic responses, favouring tabled numbers in particular.