Prior research suggests that outdated information can remain cognitively active during reading, even after it has been replaced by updated content. This persistence may interfere with comprehension. In two pre-registered online experiments, we examined whether illustrating updated information with a picture reduces the activation of outdated information. Participants read short texts in which initial information was later corrected. Within participants, we manipulated whether the updated information was accompanied by a picture or presented without one. To assess activation of outdated information during reading, we measured participants’ response times to verification statements related to outdated information. These statements were presented either immediately after the background section or after a target sentence referring to the updated information. If outdated information is activated while reading about updated information, responses to the statements should be faster after the target sentence. If pictures reduce this activation, the effect should diminish when a picture is shown. Contrary to our hypothesis, no such effect emerged: pictures did not influence activation, neither in Experiment 1 (N = 322), where updates were presented plainly, nor in Experiment 2 (N = 357), where updates were additionally supported by causal explanations. Instead, in both experiments, participants responded faster to verification statements when they followed the target sentence, regardless of whether the picture was presented. These findings suggest that illustrating updated information does not prevent the activation of outdated information. Future research should explore alternative strategies to mitigate interference from previously learned but incorrect information.