Correction des clignements oculaires dans les électroencéphalogrammes (EEG) de jeunes ayant un trouble du langage [Correcting eye-blink artefacts in EEG from children with language disorders] (original) (raw)

2020

Cette étude compare la correction des clignement oculaires en utilisant deux méthodes : XEOG dans EEProbe et ICA dans EEGLAB. Les deux méthodes de correction des données permettent d'obtenir des résultats similaires. La méthode utilisant le calcul de régression (XEOG) a permis de conserver plus d'essais que l'ICA, mais l'ICA était plus rapide d'utilisation. De plus, l'ICA est la méthode recommandée par la littérature (Hoffman et Falkenstein, 2008; Woltering, Bazargani et Liu, 2013), et elle est plus objective que celle basée sur l'identification subjective des clignements. L'ICA est une méthode efficace et objective pour corriger les artefacts de clignements oculaires dans le signal EEG de jeunes participants ayant un trouble du langage. [This study compared eye blink correction two methods : XEOG in EEProbe and ICA in EEGLAB. Both methods provide similar results. XEOG regression allowed us to keep more trials than ICA, but ICA was more time-efficient. Furthermore, ICA is the method recommended in the literature (Hoffman & Falkenstein, 2008; Woltering, Bazargani & Liu, 2013), and is more objective than that based on subjective blink identification. ICA is thus an effective and objective method for correcting eye-blink artifacts in the EEG signal of young participants with language impairment.]

LES ENREGISTREMENTS VIDÉO EN CLASSE DE LANGUE – VERS UNE NOUVELLE APPROCHE DE LA CORRECTION DES ERREURS ORALES ?

This article deals with the question of technology-enhanced delayed corrective feedback in language learning. 45 students learning French in high school were video recorded while performing an oral production task. The videos were next uploaded to a private YouTube channel and the annotation tool was used to highlight student’s mistakes. Two distinct methods of correcting learners’ errors were used in the process. Next, a questionnaire was administered in order to determine which of the proposed ways of correcting erroneous utterances was considered more efficient by the subjects and what variables could have influenced learners’ perception of the delayed corrective feedback. Our goal was to determine whether such techniques can be successfully implemented in the case of learners unaccustomed to the use of video recordings in the language classroom.

Loading...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.