This　paper　investigated　how　implicit　and　explicit　knowledge　is　reflected　in　event-related　potentials　(ERPs)　in　sequence　learning.　ERPs　were　recorded　during　a　serial　reaction　time　task.　The　results　showed　that　there　were　greater　RT　benefits　for　standard　compared　with　deviant　stimuli　later　than　early　on,　indicating　sequence　learning.　After　training,　more　standard　triplets　were　generated　under　inclusion　than　exclusion　tests　and　more　standard　triplets　under　exclusion　than　chance　level,　indicating　that　participants　acquired　both　explicit　and　implicit　knowledge.　However,　deviant　targets　elicited　enhanced　N2　and　P3　components　for　targets　with　explicit　knowledge　but　a　larger　N2　effect　for　targets　with　implicit　knowledge,　revealing　that　implicit　knowledge　expresses　itself　in　relatively　early　components　(N2)　and　explicit,　knowledge　in　additional　P3　components.　The　results　help　resolve　current　debate　about　the　neural　substrates　supporting　implicit　and　explicit　learning.　(C)　2012　Elsevier　Inc.　All　rights　reserved.