Semantic-aware Contrastive Learning for Electroencephalography-to-Text Generation with Curriculum Learning
This work addresses the problem of EEG-to-text generation for brain-computer interfaces, representing an incremental advancement with specific gains in performance.
The paper tackles the challenge of generating text from EEG signals by addressing the discrepancy between subject-dependent EEG and semantic-dependent text representations, achieving new state-of-the-art results on the ZuCo benchmark with stable improvements across multiple metrics.
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 meaningful contrastive pairs but also make the learning progressively. We conduct extensive experiments on the ZuCo benchmark and our method combined with diverse models and architectures shows stable improvements across three types of metrics while achieving the new state-of-the-art. Further investigation proves not only its superiority in both the single-subject and low-resource settings but also its robust generalizability in the zero-shot setting.