This volume on Attention and Implicit Learning provides a comprehensive overview of the research conducted in this area. It is conceived as a multidisciplinary forum of discussion on the question of whether implicit learning ? that is often defined as the learning that takes place without intention and awareness ? may also be depicted as a process that runs independently of attention or whether, on the contrary, it may rely on the same type of attentional mediation that is often considered to govern explicit learning processes. The answer Jiménez to this question will obviously depend on the detailed meaning conveyed by these expressions and, hence, one of the first conclusions to be reached from the present debate is that there is not a quick answer to this overall question. However, after going through all these contributions in detail, I expect that the reader may end up with the impression that good answers are beginning to arise fromthe joint effort of researchers addressing these issues simultaneously fromdifferent standpoints, and becoming increasingly aware of the advantages provided by the sharing of their perspectives.