One group of introductory psychology students received a moderate infusion of generic critical thinking material. The other group did not. Otherwise both groups had the same course content, and took the same pretests and posttests of their critical thinking ability and their knowledge of psychology. The experimental group improved its critical thinking test scores significantly more than the control group. There was no significant difference in psychology learning as reflected by test scores. The results provide limited support for the hypothesis that a moderate investment of class time in generic critical thinking material can lead to significant improvement in reasoning skills without necessarily causing a significant cost in terms of course content learning--an altogether felicitous set of outcomes. (Contains 4 tables and 2 figures.)