The phrase "a significant negative interaction" is correct and usable in written English.
It can be used in contexts discussing relationships, effects, or outcomes that are notably adverse or detrimental.
Example: "The study revealed a significant negative interaction between the two variables, leading to unexpected results."
Alternatives: "a considerable adverse effect" or "a notable detrimental interaction."
Hornig et al. (1998) found a significant negative interaction between lithium and CRP within BD patients, while Dickerson et al. (2007) found that no medication affected the CRP association with BD, as we found in the current study.
Interestingly, results revealed a significant negative interaction between light and NaCl concentration indicating that high NaCl concentration (40 gL−1) and low light intensity (10 μmol photons m−2s−1) enhanced the EPS production.
There was a significant negative interaction between sugary soda consumption and being overweight (p = 0.005) or obese (p = 0.02) and with male gender (p = 0.008), indicating the need for subgroup analyses.
For the model with all 15 fields, the proportion of adventitious Bt cotton plants in the monitored fields was also positively associated with Bt-outcrossing (Table 4, Table 5), and there was a significant negative interaction between the area of nearby Bt cotton fields and adventitious Bt plants (Table 4).
Findings did not change in this subgroup; there remained a significant negative interaction.
In addition, a significant negative interaction was found with BMI at baseline.
However, there is a statistically significant negative interaction effect (the coefficient IDU/AIDS), indicating that the social distance associated with AIDS and IDU must be less than the sum of the two unique social distance scores.
According to the regression model, there was an almost significant negative interaction between FTND score and machine-measured nicotine yield (Table 2, lower).
Some hybrids with significant negative interaction heterosis were detected for either of EAC or GLS.
This model additionally revealed that the positive effect of item difficulty was smaller among strong test-takers as indicated by the significant negative interaction between item difficulty and cognitive skill.
The two treatments together were thus no more effective than either one alone, as shown by the substantial and close to significant negative interaction.
