Roembke, T., and McMurray, B. (submitted) Interactions of explicit and implicit learning mechanisms in cross-situational word learning **Abstract** Both explicit and implicit learning processes contribute to cross-situational word learning (e.g., Roembke & McMurray, 2016; Warren et al., accepted). However, it is unclear how these learning processes interact, and if any specific aspect of cross-situational word learning is purely explicit. To investigate this, participants completed cross-situational word learning trials as well as a memory task that required remembering five (high-load) or only one (low-load) number in a between-subject, dual-task paradigm. This allowed us to manipulate whether working memory resources were available for explicit processing or not. Further, we used trial-by-trial analyses to estimate how different learning effects that are thought to map onto either explicit or implicit learning processes are affected by condition. We found that word learning accuracy was lower in the high-load than in the low-load condition; this was likely driven by performance late in the experiment. Moreover, both the more explicit and implicit effects were reduced when limiting working memory resources, suggesting that neither is purely the result of or independent of explicit learning processes. Consistent with a hybrid account, these findings indicate that explicit and implicit learning processes do not compete, but rather support each other, during cross-situational word learning. **Note:** This OSF repository stores the raw data for this manuscript. All data is stored in single spreadsheet with separate tabs for the learning results, the short term memory results and subject information. Data dictionaries are provided in the same tab.