Motor skills can be learned implicitly and explicitly, the latter assumed to necessitate working memory. Our first aim is to directly test this assumption in children born preterm with known working memory deficits. Second, we will test the interaction between both learning methods. Finally, we will examine the nature of the memory representations subserving both learning methods and the time course of their development. Two modified versions of a sequence-learning task will be used to scrutinize these research questions. These experiments will advance our knowledge on the cognitive memory representations, in particular working memory, underlying implicit and explicit motor learning.