Abstract
I t is generally agreed that logical reasoning is one of the goals of mathematics education programs. For example, the Report of the Commission on Mathematics (1959) stated that the school mathematics program should emphasize, understanding of the nature and role of deductive reasoning ... [and] appreciation of mathematical structure (p. 33). The two studies reported here were designed to examine what effects maturation and education (mathematical education) have on students' ability to apply notions of sentential logic. Such notions of sentential logic would seem to be necessary, but not sufficient, knowledge for teachers of mathematics at all levels if they are to achieve the goals espoused by CEEB's Commission on Mathematics. The Eisenberg and McGinty study (1974) focused on the performance of secondand third-grade children and preservice elementary education majors on a Sentential Logic Test of 30 items divided equally into the following types:
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