Teaching effectiveness is evaluated for a linear programed introduction to traditional logic, requiring constructed and multiple-choice responding, prepared for high school seniors and college freshmen. Within an introductory philosophy course 29 volunteer freshmen college students (M, 19.3 yr.) studied 19 chapters out of class and were tested on them at 2-day intervals. Test scores ranged from 86% to 99%, with a median of 93%. This sample was comparable to U. S. college freshmen based on Composite Scores of the American College Testing Battery. There was no significant correlation between Composite Scores and achievement scores for any chapter.
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