Negative and disorganized symptoms mediate the relationship between verbal learning and global functioning in adolescent
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ORIGINAL CONTRIBUTION
Negative and disorganized symptoms mediate the relationship between verbal learning and global functioning in adolescents with early‑onset psychosis Runar Elle Smelror1,2 · Bjørn Rishovd Rund3,4 · Vera Lonning1,2 · Kjetil Nordbø Jørgensen1,2 · Kirsten Wedervang‑Resell1,5 · Ole A. Andreassen1,5 · Torill Ueland1,3,5 · Anne M. Myhre5 · Ingrid Agartz1,2,6 Received: 11 January 2019 / Accepted: 23 January 2020 © The Author(s) 2020
Abstract Neurocognitive deficits are associated with impaired global functioning and psychotic symptoms. However, whether symptoms can mediate the relationship between neurocognition and global functioning in adolescent psychosis is unclear. Here, we investigated if symptoms assessed with the Positive And Negative Syndrome Scale (PANSS), mediated the relationship between neurocognitive performance and global functioning in adolescents with non-affective early-onset psychotic disorders (EOP). Sixty-one adolescent EOP patients (age 12–18 years) from 2 Norwegian clinical cohorts were included. Linear regression models were applied to investigate associations between neurocognitive domains from the MATRICS Consensus Cognitive Battery (MCCB) and global functioning. PANSS symptoms were analyzed using the Wallwork/Fortgang fivefactor model. Using the INDIRECT macro for SPSS, mediation effects were tested using bootstrapping with 95% bias corrected confidence intervals. Verbal learning was positively associated with global functioning (P
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