This study evaluated the impact of aging, gender and education on learning function and memory process. Hundred-six normal subjects, in the age range 20-79 years were recruited, and their following functions were evaluated as inclusion criteria: (i) global cognitive performance by using the Mini Mental State Examination (MMSE > or = 24), (ii) depressive disorders by using the Hamilton Depression Rating Scale (HDRS < 14); (iii) intelligence and "problem solving" ability by means of the Raven's Colored Progressive Matrices (PM 47 > or = 9). The prospective memory and the working memory, the incidental memory, as well as the immediate and delayed visuo-verbal association of these subjects were evaluated in the daily life conditions with the aid of a personal computer. Statistical analysis was performed by a model of multiple linear regression. The results suggested that prospective memory and working memory was influenced by age and education in both sexes. The percental loss of visuo-verbal association was not influenced by education, but was by gender and age. Test exploring incidental memory evidenced a worsening of performance in both sexes, being influenced only by the age.