Modular Development of Cortical Gray Matter Across Childhood and Adolescence
Bibliographic record
Abstract
Brain maturation across childhood and adolescence is characterized by cortical thickness (CT) and volume contraction, and early expansion of surface area (SA). These processes occur asynchronously across the cortical surface, with functional, topographic, and network-based organizing principles proposed to account for developmental patterns. Characterizing regions undergoing synchronized development can help determine whether "maturational networks" overlap with well-described functional networks, and whether they are targeted by neurodevelopmental and psychiatric disorders. In the present study, we modeled changes with age in CT, SA, and volume from 335 typically developing subjects in the NIH MRI study of normal brain development, with 262 followed longitudinally for a total of 724 scans. Vertices showing similar maturation between 5 and 22 years were grouped together using data-driven clustering. Patterns of CT development distinguished sensory and motor regions from association regions, and were vastly different from SA patterns, which separated anterior from posterior regions. Developmental modules showed little similarity to networks derived from resting-state functional connectivity. Our findings present a novel perspective on maturational changes across the cortex, showing that several proposed organizing principles of cortical development co-exist, albeit in different structural parameters, and enable visualization of developmental trends occurring in parallel at remote cortical sites.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".