What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving?

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Using diagrams as tools for the solution of non-routine mathematical problems (2009, background): “…diagrams versus self-constructed diagrams Researchers stress the need to distinguish between situations which require the interpretation and use of a given diagram and situations which entail the construction of a diagram by the learner (Cox, 1999; Stern, Aprea, & Ebner, 2003; Uesaka et al., 2007).”
A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems (2014, background): “Unspecified knowledge may be made apparent through this process thereby facilitating the association of isolated pieces of information (Stern et al. 2003; Uesaka et al. 2007; Cox 1999).”