Analysis of the Syntactic Coherence Effect of TED Talks on Depressive Children as English Language Learners Based on Electroencephalogram Signals

Main Article Content

Han Li
School of Foreign Languages, Nanchang Institute of Technology, Nanchang 330000, China

DOI: https://doi.org/10.70267/spp.v2n3.0121

Keywords

syntactic coherence, EEG signals, TED talks, depressive children, English language learners

Abstract

With the increasing prevalence of English language learning among children with depression, understanding the impact of various teaching modalities is crucial. This study investigates the syntactic coherence effect of TED talks on depressive children as English language learners, utilizing electroencephalogram (EEG) signals for analysis. A total of 50 depressive children aged 10 to 15 were selected for the study. Participants were exposed to a series of TED talk segments, and their EEG signals were recorded to monitor brain activity related to syntactic processing. The data were analyzed using advanced signal processing techniques, including time-frequency analysis and coherence measurement. Results indicate significant improvements in syntactic processing coherence when engaging with well-structured TED talks, suggesting a potential therapeutic and educational benefit. This paper discusses the background and methodology of utilizing EEG in language learning research, the impact of syntactic coherence on depressive children, and the implications for future pedagogical strategies. Based on our findings, we propose recommendations for integrating TED talks into curricula designed for English language learners with depression to enhance their syntactic processing skills and overall learning effectiveness.

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Published
Nov 27, 2025
Issue
Vol. 2 No. 3 (2025)
Section
Research Articles
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How to Cite

Li, H. (2025). Analysis of the Syntactic Coherence Effect of TED Talks on Depressive Children as English Language Learners Based on Electroencephalogram Signals. Sociology, Philosophy and Psychology, 2(3), 1-21. https://doi.org/10.70267/spp.v2n3.0121