Concept mapping, graphically depicting the structure of abstract concepts, is based on the observation that pictures and line drawings are often more easily comprehended than the words that represent an abstract concept. The efficacy of concept mapping for facilitating critical thinking was assessed in four sections of an introductory psychology course. A one-way analysis of variance demonstrated no significant differences among the four groups on the covariate, SAT Total scores. We hypothesized that constructing concept maps depicting the structure of specified complex concepts would facilitate accuracy in critical thinking during preparation for and performance on three unit tests. Subtest scores for students who constructed concept maps were significantly higher on the first two tests but not on the third. On the first two tests, the specified concepts were characterized by coherence and interaction among the subtopics. On the third test, the specified concept consists of two elaborate serials. We conclude that students possess adequate academic skills for learning content in a serial format but require additional skills when the complexity of a concept consists of coherence and interaction among its subtopics. In Summary, our findings support the construction of concepts maps as a strategy for facilitating critical thinking.