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February 12, 2026Applied Cognitive PsychologyOpen Access

Speech Disfluencies and Implicit Word Learning: Fluency Shapes Preference, Not Performance

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Authors

ELEmma LiberskyUniversity of Wisconsin–MadisonKCKimberly CrespoBoston UniversityMKMargarita KaushanskayaUniversity of Wisconsin–Madison

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Implication

Experiments demonstrate that speech fluency affects preferences in adults, while word learning remains unchanged.

Key Points

  • This research examines how filled pauses affect adult preferences in word learning contexts, without influencing actual performance.
  • Two experiments with monolingual adults investigating the effect of disfluent vs. fluent speakers on word learning.
  • In Experiment 1, participants listened to recordings of two speakers with differing filled pause rates before word learning.
  • Experiment 2 removed speaker introductions, examining the impact of disfluency on novel word production during learning.
  • Participants preferred the fluent speaker over the disfluent one in both experiments.
  • Fluent speakers received higher ratings for knowledge and credibility.
  • Word learning performance was unaffected by speaker fluency.

Cite This Study

Libersky et al. (2026) studied this question.

synapsesocial.com/papers/698d6d695be6419ac0d524ebhttps://doi.org/10.1002/acp.70180
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  1. 1Probing sustained attention and fatigue across the lifespan2024 · 10 citations
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  4. 4The effect of speaker reliability on adult cross-situational word learning2022 · 3 citations