Semantic-aware Contrastive Learning for Electroencephalography-to-Text Generation with Curriculum Learning
Xiachong Feng, Xiaocheng Feng, Bing Qin

TL;DR
This paper introduces a curriculum semantic-aware contrastive learning method for EEG-to-Text generation, effectively aligning EEG representations with semantic content, leading to improved performance and state-of-the-art results across multiple settings.
Contribution
It proposes a novel curriculum semantic-aware contrastive learning strategy that enhances EEG-to-Text generation by reducing subject-dependent to semantic-dependent representation discrepancies.
Findings
Achieves state-of-the-art results on the ZuCo benchmark.
Improves performance in single-subject and low-resource settings.
Demonstrates robustness and generalizability in zero-shot scenarios.
Abstract
Electroencephalography-to-Text generation (EEG-to-Text), which aims to directly generate natural text from EEG signals has drawn increasing attention in recent years due to the enormous potential for Brain-computer interfaces (BCIs). However, the remarkable discrepancy between the subject-dependent EEG representation and the semantic-dependent text representation poses a great challenge to this task. To mitigate this challenge, we devise a Curriculum Semantic-aware Contrastive Learning strategy (C-SCL), which effectively re-calibrates the subject-dependent EEG representation to the semantic-dependent EEG representation, thus reducing the discrepancy. Specifically, our C-SCL pulls semantically similar EEG representations together while pushing apart dissimilar ones. Besides, in order to introduce more meaningful contrastive pairs, we carefully employ curriculum learning to not only craft…
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Taxonomy
TopicsEEG and Brain-Computer Interfaces · Advanced Memory and Neural Computing
MethodsContrastive Learning
