A developmental perspective on how pausing during written language production correlate with the type of clauses produced in the final texts

In the field of studying writing in real time, pausing during writing has often been investigated, following the underlying assumption that increased pause time during writing indicate processes like planning and reading (see for instance Hayes & Flower’s writing model from 1980). This in turn builds on theories of how limited working memory capacity leads to increased pausing behavior in accordance with increased cognitive demands (Kellogg, 1996; McCutchen 2000). The location of the pause will further say something about e.g. what kind of linguistic units that are more taxing to produce. Developmental models of writing also describe how pause distribution change over time, depending on such things as increased writing fluency, cognitive development and general linguistic knowledge (Berninger & Swanson, 1994).
Longer pauses have been associated with clause boundaries (see a summary in Spelman-Miller 2006), and in a developmental perspective pausing are often connected with the complexity of the linguistic unit, where especially younger writers pause in clause boundaries (Ailhaud et al., 2016).