Examining Relationships between Functional and Structural Brain Network Architecture, Age, and Attention Skills in Early Childhood
Bibliographic record
Abstract
Early childhood is a critical period showing experience-dependent changes in brain structure and function. The complex link between the structural connectivity (SC) and functional connectivity (FC) of the brain is of particular interest, however, its relationship with both age and attention in early childhood is not well understood. In this study, children between the ages of 4 and 7, and at a one-year follow-up visit, underwent neuroimaging (diffusion-weighted and passive-viewing functional magnetic resonance imaging) and assessments for selective, sustained, and executive attention. We examined regional graph theory metrics and SC-FC coupling of the structural and functional networks. Partial least squares (PLS) was used to investigate longitudinal brain measure changes and cross-sectional associations with age and attention. We observed longitudinal changes in functional graph theory metrics and age-related decreases in SC modularity. Region-wise graph theory analyses revealed variable brain-behaviour relationships across the brain, highlighting regions where structural topology is linked to age and attentional performance. Furthermore, we identified SC as a dominant predictor of age when compared to FC and SC-FC coupling. The findings emphasise how early childhood is a dynamic period where cognitive functioning is intricately and predominantly linked to structural network features.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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".