The purpose of this study was to analyze the changes in brain activation during the process of remembering information through text tasks, which are single-code data that only present textual information, and illustration tasks, which are dual-code data that present both textual and picture information. To this end, we developed a criteria task and memory task In memory tasks, participants in the study performed activities to recognize and remember specific information through text and illustration tasks. EEG data were collected from 26 second-year high school students in A city, Gyeongsangbuk-do, and sLORETA analysis was performed based on the collected EEG data. The results of the study are as follows. First, when comparing the differences in brain activation between the criteria task and the text task or illustration task, it was found that brain activation increased in all frequency band during the text task and illustration task. Second, when comparing the differences in brain activation between the text task and the illustration task, only significant results were found in the theta band. During the memory of text task information than illustration task, theta showed relatively greater activation in the middle frontal gyrus and the inferior frontal gyrus. These results suggest that dual-code data, which presents pictures and texts simultaneously, can help facilitate cognitive thinking performance, such as planning and execution for task resolution, secondary integration of information received from other brain areas, selection of appropriate information, selective memory retention and forgetting, and goaldirected attention. This provides neurophysiological evidence for the validity of cognitive psychological explanations of visual presentation strategies that apply dual-coding theory, and suggests the possibility of various follow-up studies.