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研究生: 李超然
論文名稱: 是非題及選擇題答題之腦電波分析
The Analysis of EEG for Yes-No and Multiple-Choice Questions
指導教授: 葉榮木
學位類別: 碩士
Master
系所名稱: 工業教育學系
Department of Industrial Education
論文出版年: 2008
畢業學年度: 96
語文別: 中文
論文頁數: 66
中文關鍵詞: 認知科學大腦人機介面腦電波線性鑑別分析
論文種類: 學術論文
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  • 摘要

    大腦認知活動的分析,目前在教育心理學和認知神經科學等領域已被廣泛的研究。本研究目的除了將腦電波訊號做資料分類的分析,以便於應用在大腦人機介面(Brain Computer Interface, BCI)之外,也討論了實驗設計所給予的不同類型問題對大腦認知活動的影響。
    本研究利用所設計的問題當刺激,來探討受測者在思考不同類型問題時腦電波的差異,其中以智力測驗為主的選擇題實驗研究中發現Theta在做思考數學問題時的能量,均高於思考圖形幾何問題的能量,但在Alpha頻段則恰好相反。另外藉由是非題實驗我們卻也發現Gamma頻段對於不同類型的問題在認知活動時並無差異。
    在辨識的部份,本實驗目的為找出特徵擷取的方法,對受測者在想像回答「是」與「否」的腦電波做分類辨識,以及找出最適當且少量的電極組合來降低運算量。腦電波辨識是否成功的關鍵,在於特徵擷取與分類兩個議題。過去文獻將重點放在分類演算法的改良上,然而找出重要的特徵,可以獲得更高的辨識率。研究中發現在時域部份所擷取的腦電波具有相當好的鑑別性,藉由線性鑑別分析法(LDA)找出最佳的轉換向量,讓資料更具鑑別性,再計算特徵像量間的歐氏距離就可分類腦電波。結果顯示本實驗使用了C3、C4及F3三個電極,腦電波辨識的準確率大幅提升至99%。

    Abstract

    In the field of educational psychology and cognitive neuroscience, the analysis on the activities of cerebrum cognition is generally researched at present. This study is not only to analyze and classify the electroencephalography signals in favor of being applied on the Brain Computer Interface, or BCI, but also to discuss the effect on the cognitive thinking which is due to being inducted by different kinds of questions. The analysis of this study is based on the frequently used EEG bands in recent years.
    By means of the multiple-choice questions, we use intelligence test, this study discusses the differences on the energy of these bands for being tested by different kinds of questions. In contrast with the energy of Alpha band, the study results show that the energy of Theta band as the testee doing the math questions is much higher than that of Theta band as the testee doing the geometry questions. The energy of the Gamma band shows no differences on cognitive activities for being tested by different kinds of questions.
    At the identification portion, this experiment is to find out the method of characteristic acquisition, to identify the electroencephalography of the testee as he imaging answering for ‘yes’ or ‘no’, and to find out the least and the most suitable channel in order to minimize the quantity of operation. Algorithms of feature detection and classification are the two keys to EEG classifying. In the past, most articles focused on the improvement of classifiers, but selecting simper and more important feature is an alternative way to get a high accuracy. The feature extraction can be obtained by the Linear Discriminant Analysis (LDA). The method also uses Nearest Neighbor Rule (NNR) to classify the processed data.The experimental results show that the average accuracy rate is improved to 99% by C3、C4 and F3 channels.

    目錄 摘要 ………………………………………………….I Abstract …………………………………………………II 目錄 …………………………………………………III 圖目錄 …………………………………………………Ⅴ 表目錄 …………………………………………………Ⅶ 第一章 緒論 ……………………………………...1 1.1 研究動機 ……………………………………….1 1.2 研究目的 ……………………………………….2 1.3 大腦事件相關電位 ……………………………...4 1.4 研究流程 ……………………………………….5 1.5 名詞解釋 ………………………………..……...6 第二章 文獻探討 ……………………………………...9 2.1 腦電波應用於認知學習 ………………………...9 2.2 腦電波的測量方式與分析域………………….... 13 第三章 研究設計與方法 ………………………….….21 3.1 大腦認知活動研究方法 …..………………...….21 3.2 想像辨識研究方法……….………………………..24 3.3 研究設備 ………….…………………………......36 3.4 資料前處理 …..…………………………………..37 第四章 研究結果與討論 ……………..….…………...41 4.1 是非題問題分析 ……………………..………......41 4.2 選擇題問題分析 …………………………...….....48 4.3 辨識結果 ………………………………………...54 第五章 結論與建議 ……………………..………........61 參考文獻 ………………………………………………....63 圖目錄 圖 1.1 研究流程圖 …………………………………………....8 圖 2.1 芮文氏非文字智力測驗例題 …………………………..12 圖 2.2 國際10-20腦電波系統位置分布圖 ……………………16 圖 2.3 器官與大腦對應圖 ……………………………………17 圖 2.4 實驗流程圖……………………………………………18 圖 2.5 Phothisonothai團隊使用之電極分布圖 ………..………..19 圖 3.1 實驗問題集……………………………………………22 圖 3.2本研究所採用之電極點 ………………………………..23 圖 3.3 實驗情況 ……………………………………………..24 圖 3.4 問題指令時序圖 ……………………………………...25 圖 3.5 數學題型解說 ………………………………………...27 圖 3.6 圖形幾何題型解說一 ………………………………....27 圖 3.7 圖形幾何題型解說二 ………………………………....28 圖 3.8 實驗流程圖 …………………………………………..28 圖 3.9 辨識流程圖 …………..……………………………....29 圖 3.10 線性鑑別分析法示意圖 ……..……………………….33 圖 3.11 原始腦電波圖 ………………………………………….38 圖 3.12受雜訊污染的腦電波圖 ………....………………………38 圖 3.13 去除眼動雜訊前的腦電波訊號 ...….……………………39 圖 3.14去除眼動雜訊後的腦電波訊號 ………………………….40 圖 3.15 分段後的其中一段腦電波 ……………………….……..40 圖 4.1 受測者在是非題實驗中數學問題與一般問題在 Theta頻段能量圖 ....…………………………….….......43 圖 4.2 受測者在是非題實驗中數學問題與一般問題在 Alpha頻段能量圖 …………….………………………..44 圖 4.3 受測者在是非題實驗中數學問題與一般問題在 Gamma頻段能量圖 ..…………………………………...46 圖 4.4 受測者在思考數學問題與一般問題Theta頻段 能量比較情形 …………………………………….........47 圖 4.5 受測者在思考數學問題與一般問題Alpha頻段 能量比較情形 ….……………………………………....47 圖 4.6 受測者在思考數學問題與一般問題gamma頻段 能量比較情形 …….…………………………………....48 圖 4.7 受測者思考數學問題與圖形幾何問題Theta頻段 能量比較情形 …………………………….……………50 圖 4.8 受測者在選擇題實驗中思考數學問題與圖形 幾何問題Theta頻段頻段能量圖…..……….…………….51 圖 4.9 受測者在選擇題實驗中思考數學問題與圖形 幾何問題在Alpha頻段能量圖 ………..…….…….........53 圖 4.10 受測者思考數學問題與圖形幾何問題在 Alpha頻段能量比較情形 …….…………………...........54 圖 4.11 想像答案”是”之頻譜分析圖 ………………….………..56 圖 4.12 想像答案”非”之頻譜分析圖 …………………………...56 圖 4.13 想像答案”是”之時域波型圖 …………………………...57 圖 4.14 想像答案”非”之時域波型圖 …………………………...57 表目錄 表 1.1 相關文獻比較 ……………………………………20 表 4.1 不同題型各受測者所花費的時間 ………………49 表 4.2 所有受測者的辨識率結果 ………………………58 表 4.3 七個電極各自的辨識率及排名…………………..59 表 4.4 電極組合與辨識率 ………………………………59 表 4.5 本研究與其他相關研究文獻之比較……………..60

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