Based on multimedia learning theories this paper investigated the benefits of provided pictures, based on models of self-regulated learning it also investigated the benefits of learner-generated pictures as aids for textcomprehension. Using a 2 × 2-factorial design with «picture provision» and «picture generation» as independent variables we examined the effects of both types of pictures on 9th graders' learning from a science text within a chemistry domain. To control for learning time, Study 1 was conducted with fixed and Study 2 with self-paced learning time. Results of Study 1 revealed main effects of «picture generation» and «picture provision» on retention and drawing test performance. Results of Study 2 revealed a main effect of «picture provision» on drawing test performance only and main effects of «picture generation» on retention, transfer and drawing test performance. The efficacy of provided and learnergenerated pictures is discussed in light of the variation of learning time.