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This study examined the relationship between measures of verbal and non\u2010verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8\u2010year\u2010old children. Measures of verbal explicit learning were correlated with measures of attainment. In contrast, no relationships between measures of implicit learning and attainment were found. Critically, the reliability of the implicit learning tasks was poor. Our results show that measures of procedural learning, as currently used, are typically unreliable and insensitive to individual differences. 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