Negative and disorganized symptoms mediate the relationship between verbal learning and global functioning in adolescents with early-onset psychosis.

The other symptom factors did not reach statistical significance after correcting for multiple testing (Positive: β = − 0.20, P = 0.13, R 2 change = 0.04, MS: F (4, 56) = 2.27, P = 0.07, R 2 = 0.14; Excited: β = − 0.26, P = 0.04, R 2 change = 0.07, MS: F (4, 56) = 2.83, P = 0.03, model R 2 = 0.17; depressed: β = − 0.21, P = 0.12, R 2 change = 0.04, MS: F (4, 56) = 2.30, P = 0.07, model R 2 = 0.14).

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