Two experiments are conducted to observe how children, ages 10-15, who have not previously used a computer, will learn concepts relevant to computer programing languages. The interpreters used are LOGO and SIMPER. Subjects are pretested with an instrument developed to predict ability to manage the concepts. They are then given group instruction on a weekly basis with individual practice four days a week. Teletypes, for the most part, are used to interact with the computer, and tutorial assistance is given. After the first experiment the order of presentation is altered. The results of both experiments lead to the identification of changes that are needed in the interpreters and to suggestions for further revisions in curriculum design. The report is supported by tables, and by appendices including a third interpreter, SPM, and aptitude testing details. (WBC)