@inproceedings{kirkland-edlund-2026-setting,
title = "Setting the Stage for Disfluency: Implications of Contextual Task Framing Effects for the Design of Listening Tasks",
author = "Kirkland, Ambika and
Edlund, Jens",
editor = "Piperidis, Stelios and
Bel, N{\'u}ria and
van den Heuvel, Henk and
Ide, Nancy and
Krek, Simon and
Toral, Antonio",
booktitle = "Proceedings of the Fifteenth Language Resources and Evaluation Conference",
month = may,
year = "2026",
address = "Palma de Mallorca, Spain",
publisher = "ELRA Language Resource Association",
url = "https://aclanthology.org/2026.lrec-1.670/",
doi = "10.63317/2sy7k27kmz37",
pages = "8491--8497",
abstract = "Speech disfluencies have been shown to impact both judgments about a speaker{'}s competence and decisions about which source of information to rely on. However, fluency effects more broadly are highly sensitive to context: they are strongest when there is little other information available to inform judgments and decisions, and can be attenuated or even reversed by metacognitive processes. Speech is generally experienced in the context of interactions, where listeners have access to a plethora of information about the speaker and other parameters relevant to decision-making. It is hence crucial to consider how the outcomes of studies on speech disfluencies might be impacted by the framing of experimental tasks and the information available to participants. We carried out a decision-making task where participants had to choose which of two speakers, one fluent and one disfluent, had answered a trivia question correctly. The task was presented in the context of three scenarios which provided different information about the speakers. We replicated previous findings that listeners preferred fluent answers in only one of these three contexts, demonstrating the importance of task framing."
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<abstract>Speech disfluencies have been shown to impact both judgments about a speaker’s competence and decisions about which source of information to rely on. However, fluency effects more broadly are highly sensitive to context: they are strongest when there is little other information available to inform judgments and decisions, and can be attenuated or even reversed by metacognitive processes. Speech is generally experienced in the context of interactions, where listeners have access to a plethora of information about the speaker and other parameters relevant to decision-making. It is hence crucial to consider how the outcomes of studies on speech disfluencies might be impacted by the framing of experimental tasks and the information available to participants. We carried out a decision-making task where participants had to choose which of two speakers, one fluent and one disfluent, had answered a trivia question correctly. The task was presented in the context of three scenarios which provided different information about the speakers. We replicated previous findings that listeners preferred fluent answers in only one of these three contexts, demonstrating the importance of task framing.</abstract>
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%0 Conference Proceedings
%T Setting the Stage for Disfluency: Implications of Contextual Task Framing Effects for the Design of Listening Tasks
%A Kirkland, Ambika
%A Edlund, Jens
%Y Piperidis, Stelios
%Y Bel, Núria
%Y van den Heuvel, Henk
%Y Ide, Nancy
%Y Krek, Simon
%Y Toral, Antonio
%S Proceedings of the Fifteenth Language Resources and Evaluation Conference
%D 2026
%8 May
%I ELRA Language Resource Association
%C Palma de Mallorca, Spain
%F kirkland-edlund-2026-setting
%X Speech disfluencies have been shown to impact both judgments about a speaker’s competence and decisions about which source of information to rely on. However, fluency effects more broadly are highly sensitive to context: they are strongest when there is little other information available to inform judgments and decisions, and can be attenuated or even reversed by metacognitive processes. Speech is generally experienced in the context of interactions, where listeners have access to a plethora of information about the speaker and other parameters relevant to decision-making. It is hence crucial to consider how the outcomes of studies on speech disfluencies might be impacted by the framing of experimental tasks and the information available to participants. We carried out a decision-making task where participants had to choose which of two speakers, one fluent and one disfluent, had answered a trivia question correctly. The task was presented in the context of three scenarios which provided different information about the speakers. We replicated previous findings that listeners preferred fluent answers in only one of these three contexts, demonstrating the importance of task framing.
%R 10.63317/2sy7k27kmz37
%U https://aclanthology.org/2026.lrec-1.670/
%U https://doi.org/10.63317/2sy7k27kmz37
%P 8491-8497
Markdown (Informal)
[Setting the Stage for Disfluency: Implications of Contextual Task Framing Effects for the Design of Listening Tasks](https://aclanthology.org/2026.lrec-1.670/) (Kirkland & Edlund, LREC 2026)
ACL