arXiv:2605.00857v1 Announce Type: cross
Abstract: Source-free domain adaptation (SFDA) provides a practical solution to cross-subject EEG decoding by adapting source-pretrained models to unlabeled target domains without accessing source data. However, existing SFDA methods rely solely on the limited internal knowledge of source-pretrained models, leading to inferior cross-domain generalization and unreliable pseudo-labels. Although EEG Foundation Models (FMs) pretrained on large-scale data exhibit strong generalizability, their potential in SFDA remains largely unexplored. To this end, we propose FUSED, a Foundation-guided Source-free EEG Decoding framework that integrates a large-scale FM with a compact Specialist Model (SM) via dual-branch co-adaptation. Specifically, we introduce a Co-adaptation mechanism equipping both branches with linear and prototype views, enabling cross-branch pseudo-label generation. Additionally, we design a Consensus Filtering Mechanism that exploits the FM’s inherent stability to identify high-quality samples, along with a Two-Stage Pseudo-Label Refinement scheme to suppress error accumulation through cross-branch arbitration. Finally, we calibrate the FM’s decision boundaries via mutual information maximization with the SM, followed by knowledge distillation from FM to SM, forming a principled calibrate-then-distill pipeline. To our knowledge, FUSED is the first work to leverage EEG FMs within the SFDA framework for cross-subject EEG decoding. Extensive experiments across three EEG paradigms, including motor imagery, emotion recognition, and SSVEP, demonstrate consistent state-of-the-art performance, validating the effectiveness of foundation-guided synergy for robust and privacy-preserving EEG decoding.
Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR
BackgroundAgainst the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological