ORIGINAL RESEARCH article
Front. Neurosci.
Sec. Autonomic Neuroscience
Volume 19 - 2025 | doi: 10.3389/fnins.2025.1540539
This article is part of the Research TopicPhysiological and Pathological Responses to Hypoxia and High Altitude, Volume IIIView all 11 articles
Exploring the EEG Representation of English Listening Comprehension Under Hypoxic Conditions
Provisionally accepted- Dazhou Vocational and Technical College, DaZhou, China
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Understanding the impact of hypoxic conditions on cognitive functions, including English listening comprehension, has garnered increasing attention due to its implications for highaltitude education and cognitive resilience. Traditional research in this domain has often relied on behavioral assessments or simple physiological metrics, which lack the granularity to capture the neural underpinnings of cognitive performance. These methods are further limited by their inability to adaptively model linguistic and contextual dynamics under environmental stressors. This study proposes a novel framework combining electroencephalography (EEG)based neural decoding with the Dynamic Linguistic Enhancement Model (DLEM) to investigate English listening comprehension in hypoxic environments. DLEM integrates adaptive vocabulary acquisition, grammar contextualization, and cultural embedding, leveraging EEG to provide real-time, personalized insights into linguistic processing. The experimental results demonstrate significant improvements in comprehension accuracy and cognitive load management, particularly under adaptive curriculum strategies outlined by the Contextual Augmented Learning Strategy (CALS). By bridging physiological responses with advanced educational methodologies, this work contributes a scalable and flexible approach to enhancing cognitive performance under hypoxia, aligning with the goals of understanding both physiological and pathological responses to high-altitude conditions.
Keywords: hypoxia, EEG, English comprehension, Cognitive Modeling, High-Altitude Learning
Received: 06 Dec 2024; Accepted: 22 May 2025.
Copyright: © 2025 Ye. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yu Ye, Dazhou Vocational and Technical College, DaZhou, China
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