The formation of large-scale brain networks, and their continual refinement, represent crucial developmental processes that can drive individual differences in cognition and which are associated with multiple neurodevelopmental conditions. But how does this organization arise, and what mechanisms drive diversity in organization? We use generative network modeling to provide a computational framework for understanding neurodevelopmental diversity. Within this framework macroscopic brain organization, complete with spatial embedding of its organization, is an emergent property of a generative wiring equation that optimizes its connectivity by renegotiating its biological costs and topological values continuously over time. The rules that govern these iterative wiring properties are controlled by a set of tightly framed parameters, with subtle differences in these parameters steering network growth towards different neurodiverse outcomes. Regional expression of genes associated with the simulations converge on biological processes and cellular components predominantly involved in synaptic signaling, neuronal projection, catabolic intracellular processes and protein transport. Together, this provides a unifying computational framework for conceptualizing the mechanisms and diversity in neurodevelopment, capable of integrating different levels of analysis—from genes to cognition.

Beliefs about polarization have significant social consequences, whether accurate or not [1][2][3][4] . They also complicate the study of social issues as reported attitudes might be impacted by inaccurate out-group perceptions and thus make conflicts around a specific issue or policy appear more severe than they actually are 5 . This can result in significant distortions in numerous behaviours, including health, voting and financial choices, each of which has consequences on population wellbeing 6 .There is growing interest in the origins of polarization across populations as well as its features and impacts across communities and society 7,8 . This interest is global and includes both scientific research as well as general public interest 9,10 . As polarization seemingly permeates a growing number of personal and public domains, there is some sense of renewed urgency to understand it and its effects more deeply 11,12 . This includes extending study to understand the extent of polarization on community and global levels.However, with increasing interest in polarization itself, broadening evidence indicates that inaccuracies in perceptions of how the out-group feels about the in-group can be harmful 13 . The origin of these 'meta-perceptions' may be rooted in negative stereotypes that individuals feel have been applied to them, often incorrectly 14 . This results in an inaccurate perception of differences in beliefs and attitudes between groups 15 , which can have negative results for individuals 16,17 . On a population level, such misperceptions can even result in overstated reactions that exacerbate existing biases 18 .To investigate roots and moderators of polarization across groups, Lees and Cikara 13 ran a series of experiments with US participants identifying as Republican or Democrat. In what they refer

A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognized as having problems in attention, learning, and memory by a health or education practitioner. Assessments included phonological processing; information processing speed; short-term and working memory; executive functions; and attainments in word reading, spelling, and math. Data reduction methods identified 3 dimensions of phonological processing, processing speed, and executive function for the whole sample. This model was comparable for children with and without attention-deficit/hyperactivity disorder (ADHD). The severity of learning difficulties in literacy was linked with phonological processing skills, and in math with executive control. Associations between cognition and learning were similar across younger and older children and individuals with and without ADHD, although stronger links between learning-related problems and both executive skills and processing speed were observed in children with ADHD. These results establish clear domain-specific cognitive pathways to learning that distinguish individuals in the heterogeneous population of children struggling to learn.