Development of the whole-brain functional connectome explored via graph theory analysis
Bibliographic record
Abstract
Introduction Adolescence is a period of remarkable development as children’s brains change to resemble adult brains. Resting state fMRI measures fluctuations in blood-oxygen signal from which we can infer functional connectivity (FC). Graph theory is a branch of mathematics that can quantify the complex patterns of connectivity and network architecture inherent in the functional connectome. An ideal graph theory analysis explores edges that are weighted, directional, and heterogenous (can be positive or negative). Recent developmental studies have applied graph theory to the functional connectome, yet due to the considerable complexity added by each facet, most ignore one or more aspects of an ideal graph theory analysis (directionality and heterogeneity). Methods The present cross-sectional study measured FC in typically developing children, adolescents, and young adults (age 6-24 years) using 150+ echo-planar volumes (3.6mm isotropic voxels, repetition/echo time=2000/30ms) acquired at rest. A standard pre-processing pipeline was used, and the functional connectome was quantified using a weighted, directed graph analysis, including both positive and negative connections. Five different graph theory metrics were utilized to quantify developmental trajectories: connection density, modularity, clustering coefficient, global efficiency, and betweenness centrality. Positive and negative connections were analyzed separately, and age and sex associations were explored. Results The total sample comprised 219 participants (mean age (SD) [range] = 14.1 (3.3) [6.5-24.0] years, 50% female). For positive connections, modularity and betweenness centrality increased with age (both p<0.001), while connection density, clustering coefficient, and global efficiency decreased with age (all p<0.001). By contrast, for negative connections, modularity and betweenness centrality decreased with age (p=0.002, p=0.003), while connection density, clustering coefficient , and global efficiency increased with age (p<0.001, p<0.001, p=0.003). Effects of sex, hemisphere, and their interaction were minimal, though global efficiency for negative connections was higher in the right hemisphere than the left (p<0.001). Conclusion Graph theory appears to be a useful tool for quantifying the complex development of the functional connectome. The developmental changes presented here may be driven by an intrinsic pressure to balance functionality with low metabolic cost to maintain the network. The positive connection network appears to shift towards a more efficient conformation resembling “small-world” architecture. In contrast, the negative connection network seems to shift away from such efficient architecture, possibly to prioritize improving functionality before later refinement.
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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 | 0.028 |
| 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 | 0.000 |
| 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".