I study implicit learning in typical and atypical young populations with the goal of understanding how this process is used, and the brain circuits that support it. Implicit learning is a learning mechanism that allows us to acquire the structural regularities of our environment in a largely non-conscious manner. My current work at Haskins Laboratories under the auspices of Marie Curie Actions involves a combination of behavioral and neuroimaging methods to map the neural signature of implicit learning in reading and numeracy; both for typically developing children and children with specific developmental disorders, namely reading disability (aka dyslexia) and dyscalculia. Reading and numerical skills provide an interesting platform through which to study general theoretical principles concerning implicit/procedural knowledge representation and learning, and their brain bases. The findings from this line of work will be used to construct a computer-based intervention that will put under test implicit learning principles and hypotheses in a real-life educational context.