The aim of this article is to investigate with high and low knowledge subjects in the scientific domain of the neuron, the way information should be presented and illustrated to promote the integration of new information. This fundamental process for learning was examined in two experiments using a primed recognition task. In the first study, the nature of domain-specific information depicted (states or events) was manipulated while in the second, the temporal position of illustrations (before or after textual information) was also considered. The main result showed that when presented before the text, illustrations allow easier retrieval from memory (a) when they represent "states" for beginners, and (b) when they represent "events" for experts. Within the theoretical framework of text and picture comprehension (Schnotz, W., & Bannert, M. (2003). Construction and interference in teaming from multiple representation. "Learning and Instruction," 13, 141-156), our results offer a more precise definition of the conditions under which the addition of illustrations for a text is beneficial to the learning process.