The research reported in this paper explores the syntactical and semantic link between computer programming statements and logical principles, and addresses the effects of learning a programming language on logical reasoning ability. Fifth grade students in a public school in Syracuse, New York, were randomly selected as subjects, and then randomly placed in either the experimental or the control group. The experimental group was taught LOGO, a programming language developed for use with young children, while the control group received no special instruction. At the end of the treatment period, both groups were administered a series of tests measuring their conditional reasoning abilities. Tests were scored in two distinct ways, and the two groups were statistically compared within both scoring schemes by split-plot two-factor repeated measures and one-way analysis of variance. It was found that students in the experimental group who interpreted conditional logic statements biconditionally performed significantly better on the inversion fallacy principle than the control group; no significant difference was found when test items were scored in the traditional manner. Comparison of pre- and post-experiment achievement test scores showed a significant improvement in reading only for the control group. Some areas for further research are suggested, and a 64-item bibliography is attached. (MER)