Discourse production is a very complex cognitive task that requires the integration of several linguistic cognitive skills. Socio-demographic factors such as schooling can impact on cognitive tasks. This study investigated the impact of age and schooling in some macrolinguistic and microlinguistic aspects in the written discourse of healthy adults. Individuals with no previous history of language, hearing, neurological, or psychiatric disorders were asked to write a story based on a figure that showed a “bank robbery.” A total of 463 graphic narrative were analyzed. The schooling was stratified into the following three bands: 5 to 8 years, 9 to 11 years and 12 or more, and the age ranged from 19 to 75 years. Individuals with high schooling (12 years or more) produced discourses with more information units, more coherent, and cohesive. The oldest group (60 to 75 years) needed more time to finish the written production. The schooling influences some micro and macrolinguistic aspects in the written discourse production. A higher educational level provided a greater number of words as well as a higher number of information units, and the discourses produced are more coherent and cohesive. The age influenced only the time of discourse production.

中文翻译：

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年龄和学历对健康成年人书面话语的影响

话语产生是一项非常复杂的认知任务，需要整合几种语言认知技能。学校人口等社会人口因素会影响认知任务。这项研究调查了健康成年人书面语中年龄和学历在宏观语言和微观语言方面的影响。以前没有语言，听力，神经系统或精神疾病史的人被要求根据一个显示“银行抢劫”的人物写一个故事。总共分析了463个图形叙述。就读程度分为以下三个等级：5至8岁，9至11岁以及12岁或以上，年龄从19至75岁不等。受过高中教育（12岁或以上）的个人所讲的话语单元具有更多的信息单元，更加连贯和连贯。年龄最大的组（60至75年）需要更多时间才能完成书面作品。在书面语篇的产生中，学校教育会影响微观和宏观语言的某些方面。较高的教育水平提供了更多的单词和更多的信息单元，并且产生的话语更加连贯和凝聚。年龄只影响话语产生的时间。