Results from a multi-semester study of the effects of eight supplemental laboratory activities in a general education physics course will be presented. A total of two control and three treatment semesters were studied. The results allowed comparison between expert-like attitudes measured by the Colorado Learning Attitudes about Science Survey (CLASS) and scientific reasoning skills measured by Lawson's Classroom Test of Science Reasoning. Correlation of the pre/posttest CLASS scores and posttest Lawson scores found no relationship between the scores. Both student attitudes and scientific reasoning skills showed improvement, relative to a control semester, for the first semester the intervention was applied. In subsequent semesters, improved scientific reasoning skills continued to be observed, but not improvement in students' scientific attitudes. A detailed comparison of the CLASS and Lawson scores are presented along with a discussion of implications for instruction given this apparent decoupling of expert-like attitudes and reasoning skills.