No abstract

Background Deteriorated speech understanding is a common complaint in elderly people, and behavioral tests are used for routine clinical assessment of this problem. Cortical auditory evoked potentials (CAEPs) are frequently used for assessing speech detection and discrimination abilities of the elderly, and give promise for differential diagnosis of speech understanding problems. Purpose The aim of the study was to compare the P1, N1, and P2 CAEP latencies and amplitudes in presbycusis with low and high word recognition score (WRS). Research Design A cross-sectional study design was used forthe study. Two groups were formed from the patients with presbycusis based on their scores on the speech recognition test. Study Sample Fifty-seven elderly volunteers participated in the study. The first group composed of 27 participants with high WRS, the other group composed of 30 participants with low WRS. Data Collection and Analysis The CAEP waves were recorded from these participants using speech signals. Latencies and amplitudes of P1 -N1-P2 waves of the two groups were compared with the f-test statistic. Results There were significant prolongation of P1 and N1 latencies in presbycusis with low WRS when compared with presbycusis with a relatively high word score (p < 0.05). Conclusion According to the result of the research, P1 and N1 latencies of presbycusis with low WRS were longer than the participants with high WRS. Factors affecting peripheral auditory system, such as stimulus sensation level, might be responsible for P1 and N1 latency prolongation of the low WRS group.

The purpose of this research is to examine the validity of classifications by DINA Model as a Cognitive Diagnostic Model and by traditional methods. In order to make comparisons between DINA Model and criterion-referenced and normative models, a measurement tool that belongs to "measurement and assessment in education" class which is appropriate for DINA Model analyses is developed. Properties necessary for answering each item of measurement tool are determined by scholars and the Q matrix which shows item-property relation is prepared considering the compatibility of decisions made by various scholars. Above mentioned measurement tool is applied to 471 undergraduates from the Faculty Education and Arts and Sciences of Ege University. Raw scores of undergraduates are classified according to their success, that is whether they passed the class or failed, through criterion-referenced and normative assessment. And then this classification is compared with other classifications based on DINA Model. The comparison of assessment by normative assessment and classifications by DINA Model shows that the results are different for 50 undergraduates who failed and 28 who passed the class. As a consequence of the study, it is observed that the inconsistency between the normative assessment and DINA Model is 16.5% for the whole group. In assessments done by criterion-referenced, for the students who failed, two methods give the same results. However, for 87 students who are supposed to pass according to criterion-referenced assessment, DINA Model results show that these undergraduates are not qualified to give the right answers of the items. The incompatibility between assessments according to criterion-referenced and classifications according to DINA Model is calculated as 20%.