The influence of early-life adversity on the coupling of structural and functional brain connectivity across childhood
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Early-life adversity (ELA) exposure is suggested to accelerate development. However, the influence of ELA on neurodevelopmental trajectories has not been assessed directly but largely inferred from retrospective reporting in adult cohorts. Using multimodal neuroimaging data from a pediatric cohort study ( N = 549), we modeled neurodevelopmental trajectories over childhood with structure–function coupling (SC–FC), the correlation between structural and functional connectivity. A linear decrease in SC–FC was observed from age 4.5 to 7.5 years. When stratified by ELA, only the high-adversity group showed a curvilinear trajectory, with a steep decrease between age 4.5 and 6 years, suggestive of accelerated neurodevelopment. This finding was confirmed by increased DNA-derived epigenetic age acceleration at age 6 years in the high- relative to low-adversity groups. SC–FC at age 4.5 years also positively moderated the associations between ELA and behavioral outcomes assessed in mid-childhood. These results demonstrate the association between ELA and neurodevelopment, and how they interact to influence behavior.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it