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. 2020 Jan 17;10:561. doi: 10.1038/s41598-019-56003-y

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© The Author(s) 2020

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Global Efficiency of the Spatial Network. Displays (A) regions of interest comprising the spatial network depicted by red spheres. The relative size of the circle reflects the global efficiency (GE) of the region. Scatter plots show significant associations between residualized GE values (controlling for age, sex, mean motion, and group status) and (B) spatial ability (Performance Intelligence Quotient [PIQ]; b = 80.51, t(69) = 1.96, p = 0.05), and (C) socioemotional impairment (Child Behavior Checklist, Total Problems; b = −50.93, t(68) = −1.81, p = 0.07). Typically developing children (TD) and children with reading disorder (RD) are shown as purple squares, and children with nonverbal learning disability (NVLD) are shown as red triangles.