Silent Pauses Research Articles

Exploring the Types and Causes of Pauses in Students’ English Oral Presentations

This study examines the types and causes of pauses in students’ English presentations at a Senior High School in Gorontalo, Indonesia, with a focus on understanding how pauses affect fluency in public speaking. Drawing on Schroeder and Sonderegger (2014), the study explores the relationship between pause occurrence and speech rate in both spontaneous dialogues and read speech. The study provides insights into how pauses function in natural speech and the factors that influence their frequency and type. Specifically, it categorizes pauses into two primary types: silent pauses and filled pauses. This research analyzes the frequency and nature of pauses during classroom presentations. The study involved ten 12th-grade students, who were observed during their presentations, with data collected through audio recordings, questionnaires, and direct observations. The findings revealed a total of 84 pauses, with 45 silent pauses and 39 filled pauses. Silent pauses were more frequent, often resulting from students struggling to recall words or organizing their thoughts. The study identified several factors contributing to pauses, including nervousness, concerns about grammar, and lack of vocabulary. The results suggest that pauses are not only a natural aspect of speaking but also indicative of underlying psychological and linguistic challenges. This research has implications for language instruction, highlighting the importance of addressing anxiety, improving vocabulary, and reinforcing grammar to help students enhance their fluency and confidence in public speaking.

Sociophonetic Study of Dysfluent Behaviour in Native English Speakers

The present project focuses on the study of the influence of two social factors, age and gender, on the frequency and variation of seven different types of dysfluencies (filled pauses, silent pauses, repairs, repetitions, false starts, vowel and consonant lengthening) in the spontaneous speech of native English speakers from England. The first part of the present article provides a general characterization of the relevant types of dysfluencies, together with the main issues concerning the production of speech dysfluencies. The empirical part presents the analyses of the recordings of 32 native English speakers from England. The overall results considering general influence of age and gender show that the only significant difference is between age groups, with older speakers producing more dysfluencies than younger speakers. Gender, on the other hand, does not make the difference significant, except for vowel lengthenings, that were produced significantly more by female speakers than male speakers, and repetitions, which is the only type of dysfluency where the difference is significant and influenced by both age and gender, with older male speakers producing significantly more dysfluencies than any other group.

Syntax, stress and cognitive load, or on syntactic processing in simultaneous interpreting

Abstract This corpus-based study examines the effect of syntactic complexity in the source language on simultaneous interpreters’ cognitive load and stress. Previous studies show contrasting results regarding the source text syntax and cognitive load in interpreting, while the link between syntactic complexity and interpreters’ stress remains unexplored. Our research aims to fill this gap by measuring cognitive load through filled and silent pauses, and stress through fundamental frequency. We evaluated syntactic complexity by calculating dependency distance, i.e., the number of words between syntactically dependent elements. We used PINC, the Polish Interpreting Corpus (Chmiel et al. 2022), as our dataset. We found that higher syntactic complexity in the source text increases stress and cognitive load among interpreters. Additionally, when interpreters produce complex syntax themselves, their stress increases. The study provides empirical evidence for simplification in interpreting and shows that syntactic complexity in interpreters’ own output does not necessarily lead to increased cognitive load.

Disfluencies as a Window into Pragmatic Skills in Russian-Hebrew Bilingual Autistic and Non-Autistic Children

AbstractThere is little research on the production of speech disfluencies such as silent pauses, repetitions, self-corrections, and filled pauses (e.g., eh, em) in monolingual autistic children, and there is no data on this crucial part of speech production in bilingual autistic children. This study aims to address this gap by examining disfluency production in bilingual autistic and non-autistic children across two linguistically distinct languages, HL-Russian (the home language) and SL-Hebrew (the societal language). Fifty-one bilingual Russian-Hebrew-speaking autistic and non-autistic children aged 5–9 (autistic: n = 21; non-autistic: n = 30), matched for age and non-verbal intelligence, participated in picture-based story-generation tasks (LITMUS MAIN, Gagarina et al., ZAS Papers in Linguistics, 63:1–36, 2019). Audio recordings of narrative samples were transcribed, coded, and scored for eleven disfluency types using CLAN tools. The non-autistic group produced higher overall disfluency rate than the autistic group. The autistic group exhibited fewer filled and silent pauses than the non-autistic group in HL-Russian. Furthermore, non-autistic children manifested varied distribution of disfluency types across languages, while autistic children displayed more consistent patterns across languages. In summary, we replicated findings from previous research on monolinguals only partly, as no between-group difference in filled pauses was found in SL-Hebrew. Additionally, bilingual autistic children exhibited language-universal patterns of disfluency production, whereas their non-autistic peers displayed language-specific patterns.

Task-generated processes in second language speech production: Exploring the neural correlates of task complexity during silent pauses

Abstract The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we aimed to provide novel insights into the neural correlates of task-related variation in L2 oral production. To advance research methodology, we also tested the utility of a neuroimaging technique, functional magnetic resonance imaging (fMRI), in examining the impact of task-related variables on L2 speech production when combined with cognitive–behavioral tools (speech analysis, expert and learner judgments). Our research focus was the effects of task complexity on silent pausing. Twenty-four Japanese learners of English completed eight simple and complex versions of decision-making tasks, half in their first language and half in their L2. The dataset for the present study included the L2 speech and fMRI data, expert judgments, and participants’ difficulty ratings of the L1 and L2 tasks they completed. Based on our findings, we concluded that brain imaging and L1 task difficulty ratings were more sensitive to detecting task complexity effects than L2 self-ratings and pausing measures. These results point to the benefits of triangulating cognitive and neural data to study task-based neurocognitive processes.

What Silent Pauses Can 'Tell' Us About the Storytelling Skills of Autistic Children: Relations Between Pausing, Language Skills and Executive Functions.

Silent pauses may serve communicative purposes such as demarcating boundaries between discourse units in language production. Previous research has shown that autistic children differ in their pausing behavior from typically-developing (TD) peers, however, the factors behind this difference remain underexplored. The current study was aimed at comparing the use of silent pauses in the narrative production of autistic children and age-matched TD children, and also to identify possible relations between pausing behavior and the children's language and executive function abilities. According to the study's findings, the autistic children did not differ from their TD peers in the use of grammatical pauses, however, the former tended to produce significantly less syntactically complex narratives than the TD group, which increased the likelihood that the autistic group would pause appropriately at phrasal boundaries. Thoughwe have found low rates of ungrammatical silent pauses and omitted pauses in obligatory discourse contexts across both groups, autistic children with lower cognitive flexibility tended to use more ungrammatical pauses than their peers with higher cognitive flexibility scores. Also, the autistic group tended to omit obligatory silent pauses more often as their narration became more complex. The results demonstrate that syntactic complexity in narrative production modulated autistic children's pausing behavior, and that structurally simple narrations boosted the autistic group's appropriate use of grammatical pauses. The overall findings also demonstrate the importance of studying silent pauses in the narrative discourse of autistic children, and also highlight the links between silent pauses and the children's syntactic and cognitive skills.

Unravelling the relationship between language anxiety and foreign language speech fluency in a monologue production

ABSTRACT This study investigated the interplay between language anxiety of advanced foreign language learners and their speech fluency measured with temporal indices. Language anxiety levels of 59 university level students of English were identified with the Input, Processing and Output Anxiety Scale (the IPOAS; MacIntyre & Gardner, 1994. The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning.’ Studies in Second Language Acquisition 16 (1): 1–17. doi:10.1017/S0272263100012560) and the Post-Session Survey on Anxiety. The former informed about the levels of anxiety experienced at three stages of linguistic processing, hence, input anxiety, internal processing anxiety, and output anxiety. The latter was applied to identify language anxiety levels exhibited during a monologue production, reported as task-specific language anxiety. Speech samples from the performance were analyzed for fluency breakdown (the number of filled and silent pauses), speed of speech (articulation rate), and composite measures (speech rate). The findings revealed that the advanced foreign language learners with higher levels of internal processing anxiety and output anxiety used filled pauses more frequently. Furthermore, the levels of output anxiety and task-specific language anxiety were inversely related to speech and articulation rate. The study also showed statistically significant differences in the production of filled pauses and speech rate between advanced foreign language learners with low and high levels of language anxiety as measured by the IPOAS.

Syntactic pausing? Re-examining the associations

Abstract In this study, we look at the distribution of silent pauses within existing multi-language corpora to see whether their location and duration correlate with clause boundaries. Our study is based on data of seven languages from Multi-CAST. We supplemented the original clause boundary annotations with information about silent pauses in order to investigate the alignment of clause boundaries and pausing. We find a gradient association between clause boundary strength and the probability of a pause and a two-way distinction for pause duration within clauses and at clause boundaries.

Disfluencies as a window to macrostructure performance in the narrative of bilingual children

Disfluencies mirror processes of speech production and when examined in both languages of bilingual children, can provide valuable information regarding their linguistic skills. The aim of this study is to characterize the rates and the types of disfluencies across episodes of a narrative as well as across different story grammar (SG) elements in participants’ home language (Russian) and societal language (Hebrew) as a reflection of narrative macrostructure skills. Twenty bilingual Russian-Hebrew children aged 60–78 months produced narratives in Russian and Hebrew using the wordless picture book Frog, Where Are You? (Mayer, 1969). Narratives were transcribed, divided into five episodes, and coded for main SG elements (Character + Setting, Initiating event, Internal response, Plan, Attempt and Consequence). Four types of disfluencies (silent pauses, filled pauses, repetitions, and self-corrections) were analyzed in relation to each SG element per episode in both languages. Overall children produced more SG elements in Russian with a finer analysis showing that Initiating Event, Character and Setting differed across languages while Attempt, Plan and Internal response were similar. Disfluencies significantly impacted macrostructure differently across languages such that in Russian, a high percentage of disfluencies was associated with higher production of Character + Setting and Plan, whereas in Hebrew it was associated with lower production of Attempt and Consequence. The present research suggests that disfluency has impact on macrostructure, and consequently on overall narrative quality differently across the languages. The theoretical contribution may shed light on the understanding of planning and formulation processes among bilingual children. The application of the results may relate to these processes impacting diagnosis and/or intervention protocols in bilingual children.

How is L2 pair interaction related to fluency and language use? A quantitative approach

Previous research examined L2 interaction by describing salient features exhibited in different patterns of peer interaction. These studies mostly used qualitative methods and focused on the collaborative aspect of such construct (Galaczi, 2008). The present study adopts a quantitative approach to explore and describe L2 interaction, utilizing the data of the Corpus of Collaborative Oral Tasks (CCOT). Specifically, it measures pairs’ interaction by creating a composite score of interactivity to understand the relationship between the dyads' degree of interactivity and their use of lexico-grammatical features as well as their L2 fluency. Pearson's correlation tests showed weak to moderate positive relationships between interactivity and discourse particles, response forms, wh-questions, and second person pronouns. Additionally, the tests revealed weak negative relationships between interactivity and both nominal forms and hesitations. Furthermore, revealing moderate relationships, Pearson's correlation tests showed that interactivity was associated with more fluent L2 speech, where learners of higher interactivity levels tended to produce fewer silent pauses and faster speech rates. The study provides insights for scholars interested in L2 interaction. It suggests that some linguistic features were not only associated with collaborative behaviors (as reported in the literature) but also with interactivity as broad aspect. Furthermore, it provides a description of how the act of turn taking might potentially serve the fluency of higher interactivity students, warranting further investigation of turn frequency among L2 test takers as test raters might potentially be influenced by the test candidates’ fluency. Finally, it reports that L2 interactivity exhibited a relationship pattern with linguistic features that resembles patterns reported in the literature of studies on native speakers of English.

Talking while Walking After Concussion: Acute effects of concussion on speech pauses and gait speed.

Deficits in dual-tasks (DT) are frequently observed post-concussion (i.e., mild Traumatic Brain Injury). However, traditional DT may not be relevant to daily life. Walking while talking elicits DT costs in healthy adults and is part of daily life. We investigated the effect of concussion on walking with extemporaneous speech and explored relationships between DT and acute symptoms. Participants with recent concussion (<14 days post-injury) and controls completed three tasks: single-task gait without speaking (ST G ), single-task speaking without walking (ST S ) and walking while speaking (DT). Silent pauses in speech audio reflected cognitive performance, and gait was quantified using inertial sensors. We used linear mixed models to compare groups and conditions and explored associations with self-reported symptoms. Both concussion (n=19) and control (n=18) groups exhibited longer speech pauses ( p < 0.001), slower walking speeds ( p < 0.001), and slower cadence ( p < 0.001) during the DT compared to ST conditions. There were no group differences or interactions for speech pauses ( p > 0.424). The concussion group walked slower ( p = 0.010) and slowed down more during DT than the control group (group*task p = 0.032). Vestibular symptoms strongly associated with ST speech pause duration ( ρ = 0.72), ST gait speed ( ρ = -0.75), and DT gait speed ( ρ = -0.78). Extemporaneous speech is well-practiced, but challenging to complete while walking post-concussion. Strong associations between DT outcomes and vestibular-related symptoms suggest DT deficits vary with post-concussion symptomology. DT deficits may be deleterious to daily tasks post-concussion.

Delving Into the Influence of Visual Input on the Load-Related Silent Pauses During SI: What About Gestures?

This research delves into the realm of simultaneous interpreting (SI) with a focus on the Portuguese-Chinese language pair, examining the interplay between visual inputs and cognitive load. This study posits that visual cues such as hand gestures may influence the cognitive load during SI, a topic that remains controversial in interpreting studies. To address this, we conducted an empirical study involving 18 trainee interpreters divided into two groups: a control group receiving only audio input and an experimental group with additional video input. Utilizing ELAN 6.3 software, we analyzed silent pauses exceeding 300ms to gauge the cognitive load. The research focused on how audio and video inputs impact these silent pauses, with a special emphasis on segments accompanied by semantically related hand gestures. The results revealed that the average duration of silent pauses was marginally shorter for interpreters with video input, although the differences between the two groups were not statistically significant. Intriguingly, for both groups, the duration of pauses significantly increased during segments with semantically related gestures, underscoring the inherent high cognitive demand of these segments, irrespective of visual input. A notable discovery was the marked increase in fluency for participants with visual access when interpreting segments accompanied by gestures, which suggests that semantically related gestures provide cognitive benefits. Overall, this study contributes to the ongoing discourse on the role of visual inputs in SI, highlighting the potential of gesture input to alleviate cognitive load and improve interpreter performance.

Stameering Speech Signal Segmentation and Classification using Machine Learning

Stuttering or Stammering is a speech defect within which sounds, syllables, or words are rehashed or delayed, disrupting the traditional flow of speech. Stuttering can make it hard to speak with other individuals, which regularly have an effect on an individual's quality of life. Automatic Speech Recognition (ASR) system is a technology that converts audio speech signal into corresponding text. Presently ASR systems play a major role in controlling or providing inputs to the various applications. Such an ASR system and Machine Translation Application suffers a lot due to stuttering (speech dysfluency). Dysfluencies will affect the phrase consciousness accuracy of an ASR, with the aid of increasing word addition, substitution and dismissal rates. In this work we focused on detecting and removing the prolongation, silent pauses and repetition to generate proper text sequence for the given stuttered speech signal. The stuttered speech recognition consists of two stages namely classification using ANN and testing in ASR. The major phases of classification system are Re-sampling, Segmentation, Pre Emphasis, Epoch Extraction and Classification. The current work is carried out in UCLASS Stuttering dataset using MATLAB with 4% to 6% increase in accuracy by ANN.

A Methodological Approach to Quantifying Silent Pauses, Speech Rate, and Articulation Rate across Distinct Narrative Tasks: Introducing the Connected Speech Analysis Protocol (CSAP).

The examination of connected speech may serve as a valuable tool for exploring speech output in both healthy speakers and individuals with language disorders. Numerous studies incorporate various fluency and silence measures into their analyses to investigate speech output patterns in different populations, along with the underlying cognitive processes that occur while speaking. However, methodological inconsistencies across existing studies pose challenges in comparing their results. In the current study, we introduce CSAP (Connected Speech Analysis Protocol), which is a specific methodological approach to investigate fluency metrics, such as articulation rate and speech rate, as well as silence measures, including silent pauses' frequency and duration. We emphasize the importance of employing a comprehensive set of measures within a specific methodological framework to better understand speech output patterns. Additionally, we advocate for the use of distinct narrative tasks for a thorough investigation of speech output in different conditions. We provide an example of data on which we implement CSAP to showcase the proposed pipeline. In conclusion, CSAP offers a comprehensive framework for investigating speech output patterns, incorporating fluency metrics and silence measures in distinct narrative tasks, thus allowing a detailed quantification of connected speech in both healthy and clinical populations. We emphasize the significance of adopting a unified methodological approach in connected speech studies, enabling the integration of results for more robust and generalizable conclusions.

Do pictures' emotional valence and arousal affect younger and older adults' narratives?

Emotional content, specifically negative valence, can differentially influence speech production in younger and older adults' autobiographical narratives, which have been interpreted as reflecting age differences in emotion regulation. However, age differences in emotional reactivity are another possible explanation, as younger and older adults frequently differ in their affective responses to negative and positive pictures. The present experiment investigated whether a picture's valence (pleasantness) and arousal (intensity) influenced older adults' production of narratives about those pictures. Thirty younger and 30 older participants produced narratives about pictures that varied in valence (positive, negative, and neutral) and arousal (high, low). Narratives were recorded via Zoom, transcribed, and analyzed with Linguistic Inquiry and Word Count-22 to get measures of emotional word use, disfluencies, and linguistic distance. Results showed that negative valence increased age differences in speech production independent of picture arousal: Relative to younger adults, older adults used more positive words, fewer negative words, and had more silent pauses when telling narratives about negative pictures. In contrast, high arousal decreased age differences such that older adults used fewer positive words in narratives about positive pictures and more linguistically distant words evidenced by fewer present-tense verbs, relative to narratives about low-arousal pictures. Contrary to an explanation of enhanced regulation or control over emotions in older adulthood, these findings support the idea that older adults' speech production is influenced by their reactivity or affective response to emotional stimuli even when the task is not to communicate one's emotions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

What contributes to fluent L2 speech? Examining cognitive and utterance fluency link with underlying L2 collocational processing speed and accuracy

AbstractSecond language (L2) fluency research has suggested that a range of linguistic knowledge and processing speed serve as cognitive fluency (CF) underlying L2 utterance fluency (UF). Building on prior CF-UF link studies, this study explored L2 collocational processing speed and accuracy as underlying CF measures. This study also explored the phrasal frequency effect on the relationship between collocational processing speed and UF to test whether the processing speed of higher-frequency collocations is more strongly related to UF. A total of 108 Japanese university students completed a phrasal acceptability judgment task with adjective–noun collocations pooled from the Academic Collocation List. Speech was elicited in an argumentative speech task, and UF measures were computed based on speed, breakdown, and repair fluency. The results revealed that the collocational processing speed was weakly tied to articulation rate and mid-clause and end-clause silent pause ratio (rho = |.271–.322|), while the collocational processing accuracy was weakly to moderately tied to most UF measures except filled pause ratio (rho = |.281–.368|). The collocation frequency moderated the relationship between the processing speed and UF, suggesting that high-frequency collocations served as a proxy for automaticity in speech production. Implications for CF-UF link research are discussed.

Investigating silent pauses in connected speech: integrating linguistic, neuropsychological, and neuroanatomical perspectives across narrative tasks in post-stroke aphasia.

Silent pauses are regarded as integral components of the temporal organization of speech. However, it has also been hypothesized that they serve as markers for internal cognitive processes, including word access, monitoring, planning, and memory functions. Although existing evidence across various pathological populations underscores the importance of investigating silent pauses' characteristics, particularly in terms of frequency and duration, there is a scarcity of data within the domain of post-stroke aphasia. The primary objective of the present study is to scrutinize the frequency and duration of silent pauses in two distinct narrative tasks within a cohort of 32 patients with chronic post-stroke aphasia, in comparison with a control group of healthy speakers. Subsequently, we investigate potential correlation patterns between silent pause measures, i.e., frequency and duration, across the two narrative tasks within the patient group, their performance in neuropsychological assessments, and lesion data. Our findings showed that patients exhibited a higher frequency of longer-duration pauses in both narrative tasks compared to healthy speakers. Furthermore, within-group comparisons revealed that patients tended to pause more frequently and for longer durations in the picture description task, while healthy participants exhibited the opposite trend. With regard to our second research question, a marginally significant interaction emerged between performance in semantic verbal fluency and the narrative task, in relation to the location of silent pauses-whether between or within clauses-predicting the duration of silent pauses in the patient group. However, no significant results were observed for the frequency of silent pauses. Lastly, our study identified that the duration of silent pauses could be predicted by distinct Regions of Interest (ROIs) in spared tissue within the left hemisphere, as a function of the narrative task. Overall, this study follows an integrative approach of linguistic, neuropsychological and neuroanatomical data to define silent pauses in connected speech, and illustrates interrelations between cognitive components, temporal aspects of speech, and anatomical indices, while it further highlights the importance of studying connected speech indices using different narrative tasks.

Secondary language impairment in posterior cortical atrophy: insights from sentence repetition.

Posterior cortical atrophy (PCA) is a neurodegenerative syndrome characterized by progressive impairment in visuospatial and perceptual function linked to atrophy of the occipito-parietal cortex. Besides the salient visual impairment, several studies have documented subtle changes in language may also be present. Sentence repetition is a highly constrained linguistic task involving multiple linguistic and cognitive processes and have been shown to be impaired in other AD spectrum disorders, with little consensus on its relevance in PCA. This aim of this study was to further delineate the linguistic and cognitive features of impaired language in PCA using a sentence repetition task. Seven PCA patients and 16 healthy controls verbally repeated 16 sentences from the Boston Diagnostic Aphasia Examination. Responses were transcribed orthographically and coded for accuracy (percentage accuracy; percentage Correct Information Units; Levenshtein Distance) and for temporal characteristics (preparation duration (ms); utterance duration (ms); silent pause duration (ms); speech duration (ms); dysfluency duration (ms)). The potential modulating effects of attentional control and working memory capacity were explored. PCA patients showed lower overall accuracy with retained semantic content of the sentences, and lower phonological accuracy. Temporal measures revealed longer preparation and utterance duration for PCA patients compared to controls, alongside longer speech duration but comparable dysfluency duration. PCA patients also showed comparable silent pause duration to controls. Attentional control, measured using the Hayling sentence completion task, predicted accuracy of sentence repetition. The findings suggest that sentence repetition is impaired in PCA and is characterized by phonological, response planning and execution difficulties, underpinned in part by attentional control mechanisms. The emerging profile of language impairment in PCA suggests vulnerability of similar cognitive systems to other Alzheimer's syndromes, with subtle differences in clinical presentation.

Dialect effects in hesitations in older children’s spontaneous speech

Natural speech is interspersed with pauses, word repetitions, phrase repairs, and other disfluencies. These hesitations, reflecting speakers’ performance delays including word fillers, self-corrections, and filled or silent pauses are typical traits of spontaneous speech. Acoustic characteristics of hesitations have been studied primarily in adults, providing evidence that at least some hesitation types exhibit speaker-inherent strategies that are language specific. It is unknown whether older children, whose abilities to engage in conversation approach those of adults, utilize hesitations that reflect the adult model prevalent in a given speech community. Here, we examine spontaneous conversations of American English-speaking 8–12 years-old children growing up in the South (Western North Carolina) and in the Midwest (Central Ohio). We seek to determine whether hesitation types in their speech are shaped by features of their regional dialect. Acoustic analyzes include breathing pattern, phrase length, articulation rate, silent and filled pauses, filler vocalizations, and repair strategies. Preliminary findings indicate that dialect does have an effect on the nature and frequency of hesitations. The work is currently ongoing, and the results will be discussed.

Pragmatic function of speech disfluencies in high-functioning children with autism spectrum disorder

Disfluencies in speech are usually viewed as manifestation of problems at the level of inner cognitive processes underlying speech production. However, it has been suggested that some types of disfluencies may also have a pragmatic function. The current study examines the distribution of disfluencies and speech rate in spontaneous speech of 10 high-functioning children with autism spectrum disorder (diagnosed as Asperger syndrome or high-functional autism) as compared to the typically developing controls. The task of participants was to retell the cartoon which they had previously watched. Their speech was audio recorded and transcribed. The duration of the analyzed speech segment was 60 seconds. Our results show that there is no significant difference in the total number of disfluencies between the two groups. Furthermore, participants of both groups produced the same types of disfluencies. Given that disfluencies reflect troubles in speech planning, these findings indicate that disfluencies are indeed a universal phenomenon in speech production. As regards different types of disfluencies, our study shows that participants with autism spectrum disorder (ASD) produced significantly more disfluent silent pauses and significantly fewer filled disfluencies than the controls. As has already been suggested in the literature, this could be due to the deficiency in the pragmatic ability of individuals with ASD. That is, individuals with ASD are less engaged in the maintenance of speech flow, which will result in more silent pauses.