Abstract Pichon

Videogames have become ubiquitous among children and some of the representations they vehicle (e.g. violence) have called into question their potential impact on the development of social behavior. I will present a series of experiments which challenges the view that violent videogames play impacts negatively social behavior and affective competences in the long-term, a view defended by social learning theorists. These results do not undermine that media regimen is an important matter which should be considered and which is likely to impact the development of other functions such as concentration and attention. I will finally present some current research where we investigate how videogames may be used to train emotion regulation competences.