The Importance of Anti-correlations in Graph Theory Based Classification of Autism Spectrum Disorder
Bibliographic record
Abstract
With the release of the multi-site Autism Brain Imaging Data Exchange, many researchers have applied machine learning methods to distinguish between healthy subjects and autistic individuals by using features extracted from resting state functional MRI data. An important part of applying machine learning to this problem is extracting these features. Specifically, whether to include negative correlations between brain region activities as relevant features and how best to define these features. For the second question, the graph theoretical properties of the brain network may provide a reasonable answer. In this study, we investigated the first issue by comparing three different approaches. These included using the positive correlation matrix (comprising only the positive values of the original correlation matrix), the absolute value of the correlation matrix, or the anticorrelation matrix (comprising only the negative correlation values) as the starting point for extracting relevant features using graph theory. We then trained a multi-layer perceptron in a leave-one-site out manner in which the data from a single site was left out as testing data and the model was trained on the data from the other sites. Our results show that on average, using graph features extracted from the anti-correlation matrix led to the highest accuracy and AUC scores. This suggests that anti-correlations should not simply be discarded as they may include useful information that would aid the classification task. We also show that adding the PCA transformation of the original correlation matrix to the feature space leads to an increase in accuracy.
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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 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".