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. 2016 Jul 29;6:30770. doi: 10.1038/srep30770

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Copyright © 2016, The Author(s)

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(A) Class assignment probabilities as a function of the logarithm of each brain region’s strength. (B) Normalized rich club coefficient as a function of degree. Gray envelope represents ± one standard deviation. (C) Topographic distribution of rich club nodes and classification of edges (top 5% for visualization) as either “local” (links two non-rich club regions), “feeder” (links a rich club region to a non-rich club region), or “rich club” (links a rich club region to another rich club region). The size of each node is proportional to its degree and the darkness of each point indicates the likelihood, across participants, that that node was assigned to the k = 84 rich club. (D) Comparison of energy with rich club intact () versus rewired rich club (). Each point (pie chart) represents a particular composition of class assignments. The gray line indicates the “break-even” line–points along the line correspond to optimal class assignments that have approximately equal average energy both with and without a rich club. Points above this line indicate that rewiring the rich club leads to increased energy associated with the optimal class assignments.

Inline graphic — (A) Class assignment probabilities as a function of the logarithm of each brain region’s strength. (B) Normalized rich club coefficient as a function of degree. Gray envelope represents ± one standard deviation. (C) Topographic distribution of rich club nodes and classification of edges (top 5% for visualization) as either “local” (links two non-rich club regions), “feeder” (links a rich club region to a non-rich club region), or “rich club” (links a rich club region to another rich club region). The size of each node is proportional to its degree and the darkness of each point indicates the likelihood, across participants, that that node was assigned to the k = 84 rich club. (D) Comparison of energy with rich club intact () versus rewired rich club (). Each point (pie chart) represents a particular composition of class assignments. The gray line indicates the “break-even” line–points along the line correspond to optimal class assignments that have approximately equal average energy both with and without a rich club. Points above this line indicate that rewiring the rich club leads to increased energy associated with the optimal class assignments.