Learning without consciously knowing: Evidence from event-related potentials in sequence learning

► We found that people can implicitly acquire sequential knowledge. ► We isolate implicitly known chunks by using RT and generation differences. ► Deviant items for triplets with explicit knowledge had larger N2 and P3 effects. ► Deviant items for triplets with implicit knowledge elicited enhanced N2 effects. ► N2 and P3 components reflect the acquisition of different sequential knowledge.