This study examines the censorship guidelines and translation techniques used in the localization of Mother 2 (1994) (English title: EarthBound), a video game developed originally by Nintendo of Japan and released in North America in 1995 by Nintendo of America. Having extracted 50 dialogue lines which are considered to include topics subject to censorship, the study analyses the prevalence of censorship and translation techniques, as well as the consistency of the localization with Nintendo of America's guidelines. The results show that adaptation and modulation were the most favoured translation techniques, used in 36% and 40% of the cases, respectively. Furthermore, censorship appeared to be more prevalent in categories related to graphic violence and religious themes. However, inconsistencies in the localization suggest that the guidelines were not always followed strictly. These findings align with some previous studies on censorship and localization in media and entertainment, although every product has a different distribution of themes, which in turn affects the type of censorship found. The study concludes that further research on censorship and translation techniques in video games, as well as other forms of media, could provide useful insights into the process of localization.

The current paper addresses the associations between video game content (i.e., physically aggressive, relationally aggressive, and prosocial) and physical aggression, relational aggression, and prosocial behavior in two distinct developmental periods. The purpose of the paper is to test whether playing video games with a particular type of content influences behaviors over time, or whether individuals who have higher levels of physical aggression, relational aggression, or prosocial behavior prefer to play games with similar content. Two theories will be simultaneously examined and tested in order to determine the relative merit in using each in research examining the relationships between video game content and positive and negative behaviors. More specifically, this paper will address the General Aggression Model/General Learning Model (GAM/GLM) and the Uses and Gratification Theory. The GAM/GLM, at their core, predict that exposure to video game content will build a cognitive schema which will guide how an individual should behave when confronted with a later social encounter (Anderson & Bushman, 2002). Contrarily, Uses and Gratification would suggest that a person chooses to play video games with a particular type of content, and that video games should not influence behavior. Specifically, according to the theory, individuals should seek out video games in order to fulfill their inward feelings and motivations (e.g., an individual with aggressive tendencies would play games with more violent and aggressive content) (Katz, Blumler, & Gurevitch, 1973; Whiting & Williams, 2013). A careful analysis showed a significant relationship between each type of video game content and its' corresponding behavior among adolescents, which supports the assumptions of the GAM and GLM. There was no relationship between video game content and behavior among preschoolers. With the exception of relational aggression of physically aggressive content, there was no support for Uses and Gratification Theory, in that preschoolers' and adolescents' levels of physical aggression, relational aggression, and prosocial behavior were not related to the preference for video games with different types of content. The analysis adds significantly to the current literature by showing a relationship between video game content and behavior over a four year period.