Initial reports provide some suggestion that benefits of aWM A37 training program can generalise, with some studies reporting far transfer effects, including: i) improved performance in the lab or clinic on tasks that require WM, such as reasoning and reading comprehension, and ii) improved AEG 3482 functioning in daily life, such as reducing symptoms associated with a disorder, such as inattention in daily activities. Establishing generalising benefits for everyday functioning would have exciting implications with both theoretical and clinical significance, especially for ADHD where impaired WMand inattentive behaviour are considered core features of the disorder. So far, no meta-analysis has evaluated the benefits of aWM training program for inattention in daily life. The primary aim of this study was to evaluate whether aWM training program improves inattention in daily life by conducting a systematic review and meta-analysis of the literature. To reduce the influence of the differentWMtraining programs on the findings, we restricted the review to trials evaluating the Cogmed method, where training is performed as described by Klingberg et al.. The Cogmed program involves computerised adaptive training ofWM in 20 or more sessions over a 5-week period. Each session involves training on verbal and visuospatialWMtasks. There are three age-specific versions of the program: JM for preschoolers ��requires training for 10 to 15 minutes each session, RM and QM for children, adolescents and adults ��require training for 30 to 45 minutes each session. The three versions are similar, with only the user-interface differing across the versions and the JM version does not include the verbal training tasks that are included in the RM and QM versions. Reinforcement is built into the program, such as small weekly rewards for completing the training sessions. A training aide supervises the user to ensure task adherence and breaks are taken. A certified training coach monitors the training by tracking the user��s progress online. The coach has weekly meetings with the user and training aide to review training progress, solve any difficulties with task adherence and ensure compliance, which is an important part of the overall effectiveness of cognitive training. We only included studies that used a passive control group, waitlist or active and non-adaptive control group, where the aim of the study was to evaluate the effectiveness of Cogmed compared with no treatment. We did not include studies that used an active and adaptive control group, where the group received treatment that was designed to improve functioning in a domain closely associated with working memory. We excluded one study with an active and adaptive control group: Gray et al. examined benefits of the Cogmed method compared with benefits of an adaptive math-training program, and WMand math are highly correlated.