ArticlePsicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS2020
Influence of age and schooling in written discourse of healthy adults.
Article in Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Differences in Narrative Discourse Ability in Traumatic Brain Injury and a Neurotypical Comparison Group: Influence of Age, Education, and Sex.Archives of physical medicine and rehabilitation · 2026Article
- Language assessment in primary progressive aphasia: Which components should be tested?PloS one · 2025Article
- Performance of older adults on MTL- BR Battery: ARE There differences in healthy aging? A pilot study.PloS one · 2025Article
- The impact of pre-stroke formal education on language test performance in aphasic and non-aphasic stroke survivors.Aphasiology · 2025Article
- Narrative Discourse Performance in Traumatic Brain Injury: Does Story Comprehension Predict Story Retelling?Journal of speech, language, and hearing research : JSLHR · 2024Article
- Language impairments in Alzheimer´s disease: What changes can be found between mild and moderate stages of the disease?Clinics (Sao Paulo, Brazil) · 2024Observational
- Language skills differences between adults without formal education and low formal education.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2022Review
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3 authors.
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Abstract
backgroundDiscourse 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.
methodsIndividuals 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.
resultsIndividuals 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.
conclusionThe 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.
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