In-context learning (ICL) is a critical emerging capability of large language models (LLMs), enabling few-shot learning during inference by including a few demonstrations (demos) in the prompt. However, it has been found that ICL’s performance can be sensitive to the choices of demos and their order. This paper investigates an unexplored new positional bias of ICL for the first time: we observe that the predictions and accuracy can drift drastically when the positions of demos, system prompt, and user message in LLM input are varied. This bias, we refer to as DEMOS’ POSITION IN PROMPT bias (DPP bias). We design a systematic evaluation pipeline to study this type of positional bias across classification, QA, summarization, and reasoning tasks. We introduce two metrics, ACCURACY-CHANGE and PREDICTION-CHANGE, to quantify net gains and output volatility induced by demos’ position change. Extensive experiments on tenLLMs from four open-source model families(QWEN, LLAMA3, MISTRAL, COHERE) verify that the bias significantly affects their accuracy and predictions: placing demos at the start of prompt yields the most stable and accurate outputs with gains of up to +6 points. In contrast, placing demos at the end of the user message flips over 30% of predictions without improving correctness in QA tasks. Smaller models are most affected by this sensitivity, though even large models do remain marginally affected on complex tasks.

We examine the representation of African American English (AAE) in large language models (LLMs), exploring (a) the perceptions Black Americans have of how effective these technologies are at producing authentic AAE, and (b) in what contexts Black Americans find this desirable. Through both a survey of Black Americans (n= 104) and annotation of LLM-produced AAE by Black Americans (n= 228), we find that Black Americans favor choice and autonomy in determining when AAE is appropriate in LLM output. They tend to prefer that LLMs default to communicating in Mainstream U.S. English in formal settings, with greater interest in AAE production in less formal settings. When LLMs were appropriately prompted and provided in context examples, our participants found their outputs to have a level of AAE authenticity on par with transcripts of Black American speech. Select code and data for our project can be found here: https://github.com/smelliecat/AAEMime.git