General cognitive ability, sometimes referred to as intelligence, is associated with educational attainment throughout childhood. Most studies that have explored the neural correlates of intelligence in childhood focus on individual brain regions. This analytical approach is designed to identify restricted sets of voxels that overlap across participants. By contrast, we explored the relationship between white matter connectome organization, intelligence, and education. In both a sample of typically-developing children (N=63) and a sample of struggling learners (N=139), the white matter connectome efficiency was strongly associated with intelligence and educational attainment. Further, intelligence mediated the relationship between connectome efficiency and educational attainment. In contrast, a canonical voxel-wise analysis failed to identify any significant relationships. The results emphasize the importance of distributed brain network properties for cognitive or educational ability in childhood. Our findings are interpreted in the context of a developmental theory, which emphasizes the interaction between different subsystems over developmental time.
Attention and Cognition in Education (ACE):This sample was collected for a study investigating the neural, cognitive, and environmental markers of risk and resilience in children. Children between 7 and 12 years attending mainstream school in the UK, with normal or corrected-to-normal vision or hearing, and no history of brain injury were recruited via local schools and through advertisement in public places (childcare and community centres, libraries). Participating families were invited to the MRC Cognition and Brain Sciences Unit (MRC CBU) for a 2-hour assessment, which included the assessments reported here, and structural MRI scanning. Participants received monetary compensation for taking part in the study. This study was approved by the Psychology Research Ethics Committee at the University of Cambridge (Reference: Pre.2015.11). Parents provided written informed consent and children verbal assent. A total of 89 children participated in the study. Twenty-six children were excluded because of low-quality MRI data (29%, see below for quality control criteria). The final sample consisted of 63 children (34 male, Age: mean=9.93, std=1.538, range=6-12).Centre for Attention, Learning, and Memory (CALM): For this study, children aged between 5 and 18 years were recruited on the basis of ongoing problems in attention, learning, language and memory, as identified by professionals working in schools or specialist children's services in the community. Following an initial referral, the CALM staff contacted referrers to discuss the nature of the child's problems. If difficulties in one or more area of attention, learning, language or memory were indicated by the referrer, the family were invited to the CALM clinic at the MRC CBU in Cambridge for a 3-hour assessment. This assessment included the assessments reported here. Exclusion criteria for referrals were significant...