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. 2018 Jan 30;9:4. doi: 10.1186/s13229-018-0189-5

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© The Author(s). 2018

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

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Fig. 4 — a Post-feedback ERSP for typically developing (TD) children in the theta (4–6 Hz) and alpha band (8–12 Hz). Activity after social (face) stimuli is shown on the left, and activity after nonsocial (arrow) stimuli is shown on the right. Activity after “correct” feedback is shown in the top row, and activity after “incorrect” feedback is shown in the bottom row. b. Post-feedback ERSP for children with ASD children in the theta (4–6 Hz) and alpha band (8–12 Hz). Activity after social (face) stimuli is shown on the left, and activity after nonsocial (arrow) stimuli is shown on the right. Activity after “correct” feedback is shown in the top row, and activity after “incorrect” feedback is shown in the bottom row