For (facilitating) effective learning from texts, students and teachers need to accurately monitor students’ comprehension. Monitoring judgments are accurate when they correspond to students’ actual comprehension. Accurate monitoring enables accurate (self-)regulation of the learning process, i.e., making study decisions that are in line with monitoring judgments and/or students’ comprehension. Yet, (self-)monitoring accuracy is often poor as the information or cues used are not always diagnostic (i.e., predictive) for students’ actual comprehension. Having students engage in generative activities making diagnostic cues available improves monitoring and regulation accuracy. In this review, we focus on generative activities in which text is transformed into visual representations using mapping and drawing (i.e., making diagrams, concept maps, or drawings). This has been shown to improve monitoring and regulation accuracy and is suited for studying cue diagnosticity and cue utilization. First, we review and synthesize findings of studies regarding (1) students’ monitoring accuracy, regulation accuracy, learning, cue diagnosticity, and cue utilization; (2) teachers’ monitoring and regulation accuracy and cue utilization; and (3) how mapping and drawing affect using effort as a cue during monitoring and regulation, and how this affects monitoring and regulation accuracy. Then, we show how this research offers unique opportunities for future research on advancing measurements of cue diagnosticity and cue utilization and on how effort is used as a cue during monitoring and regulation. Improving measures of cue diagnosticity and cue utilization can provide us with more insight into how students and teachers monitor and regulate students’ learning, to help design effective interventions to foster these important skills.

为了（促进）课文的有效学习，学生和老师需要准确地监控学生的理解力。监控判断与学生的实际理解相符时是准确的。准确的监控可以对学习过程进行准确的（自我）调节，即根据监控判断和/或学生的理解做出学习决定。但是，（自我）监控的准确性通常很差，因为所使用的信息或提示并不总是对学生的实际理解能力具有诊断性（即预测性）。让学生参与产生性活动，使诊断线索可用，可以提高监视和调节的准确性。在这篇评论中，我们着重于生成活动，在这些活动中，使用映射和绘图将文本转换为可视化表示形式（例如，绘制图表，或图纸）。已经证明这可以提高监视和调节的准确性，并且适合于研究提示的诊断性和提示利用率。首先，我们回顾和综合有关以下方面的研究结果：（1）学生的监视准确性，调节准确性，学习，提示诊断性和提示利用率；（2）教师的监控调节准确性和提示利用；（3）绘制地图和绘图如何影响监视和监管过程中的工作量提示，以及这如何影响监视和监管准确性。然后，我们展示了这项研究如何为推进线索诊断性和线索利用率的度量以及如何在监视和调节过程中将努力用作线索的未来研究提供独特的机会。