The children in the present study (CK-sub-corpus) were individually tested in a quiet room at their primary school in Stadskanaal (45 km southeast of Groningen).Testing of the children took place in the winter of 2007-2008. In the spring of 2010, the two adult groups participated in the same experiment. The young adults, both students and non-students, were tested in their homes or at the university. The elderly adults were all tested in their homes. The elderly were socioeconomically representative of their generation’s middle class and all still lived independently, with a minimum of assistance. All the adults lived in the greater Groningen area. The language productions consisted of structured storytelling, which was the first part of a larger experimental session including a memory test and a language comprehension test. A child was first shown one introductory page including pictures of all the storybook figures, such as a princess, witch, ballerina, nurse, pirate, knight, cowboy, indian, etc. The figures were depicted in stereotypical color drawings. The child was asked to name the figures and was helped if needed. Then the child was told that she would see picture books and should tell what was happening on the pages of the books. Investigator-1 explained that investigator-2 wanted to listen in, but because she was sitting further away behind a computer screen, she couldn’t see the pictures. So the child should explain as clearly as possible what was happening in the picture books. After a practice session, the child saw a picture book with six pictures, one per page (see storybook pictures below). She described the activity on each picture-page as she looked at it and could see only one picture-page at a time. The child saw four picture books in total. After each picture book was completed, the child was rewarded with a sticker and intermittently reminded that investigator-2 couldn’t see the pictures. The child’s descriptions were basically monologues. If necessary, investigator-1 prompted the child. Investigator-1 often gave slight encouragements while turning the page, such as “yes” or “good job” or some other short, “empty” supporting comment. The total production session usually took between 7 - 15 minutes. This time includes the instructions, introductory page, practice stories, four test stories and rewards between stories. The children told all four stories within about 3 – 7 minutes (including reward-time between stories). Adults were quite efficient, with a total storytelling time of about 3 – 5 minutes. The elderly talked more, or more slowly and completed the four stories in about 5 – 10 minutes.