Affordances in a game of memory

In a game of memory various types of affordances in terms of relationships, communications, and connections occur.  Gibson (1977) defines affordances as "clues in the environment that indicate possibilities for action, are perceived in a direct, immediate way with no sensory processing".  This poem will highlight the connections that are made with the environment and actions when you play a game of memory. 

          These are the cards,

          that are used in the game of memory.

          These are my hands,

          that I use to hold the cards,

          that are used in the game of memory.

          This is the floor that I sit on,

          to rest my hands that I use to hold the cards,

          that are used in the game of memory.

          This is my house,

          that has the floor that I sit on,

          to rest my hands that I use to hold the cards,

          that are used in the game memory.

          This is Hamilton,

          that my house is situated,       
          that has the floor that I sit on,

to rest my hands that I use to hold the cards,

that are used in the game memory.

According to Christiansen & Townsend (2010) “any characteristic of a place or thing that enables or influences interactions with a living creature; an actionable property between the environment and individual” is affordances.  In this poem you can see how my house, floor, hands, ands cards all interact to enable the game to be played.

Relationships and communication

Through verbal and non-verbal communication, rules are communicated and body language is expressed.  According to Hagedorn (2000) communications between people and the nature of relationships can be enhanced through shared occupations.  Within the communications of playing a game of memory with my daughter, enhanced is our friendship, trust of one another, and mother/daughter relationship.  Being that the game is competitive in nature a winner/loser relationship is also present.  Another relationship to highlight would be a teacher/learner relationship; this would be present if I was to play a game of memory with someone for the first time.

References

Christiansen, C., & Townsend, E. (2004). Introduction to occupation: The art and science of living (2nd ed.). New Jersey: Pearson.

Gibson, J.J. (1977). The theory of affordances. In R. Shaw & J. Bransford (eds.), Perceiving, Acting and Knowing. Hillsdale, NJ: Erlbaum.

Hagedorn, R. (2000). Tools for Practice in Occupational Therapy: A Structured Approach to Core Skills and Processes. Edinburgh: Churchill Livingstone

Semester 2 with a whole new focus on Participation in Occupation

I have started a new semester; therefore I have now entered my next paper Participation in Occupation 2.  The focus of Participation in Occupation 2 is on activities.  The Activity I have chosen to talk about is a game of 'Memory'. 

Experience

As a child I experienced playing many games.  Games are defined as being pleasurable activities participated by one or more individuals (Santrock, 1998).  Furthermore, games are often structured, interactive and governed by rules, and sometimes competitive in nature (Santrock, 1998).  One interactive game I participated in with my sisters was a card game called Memory.  Memory is played with deck of cards spread out and turned over.  The aim is to turn one card over and then find its match.  I remember trying so hard to memorise where each card was so I could try to finally beat my sisters at this game, unfortunately I wasn't able to do this often. 

Meaning

The game brought my sisters and I together, it was competitive, challenging, and a game that required concentration and patience.

I have passed on the experience of playing memory now to my daughter.  I find this game enjoyable, challenging, and also great for the educational purposes for my daughter.  Unfortunately, not much has changed over the years in terms of winning the game of memory; my daughter wins majority of the time.  We often play a game of memory each night after dinner, once other chores have been done.  I find the game a good opportunity for both my daughter and I to wind down for the evening, and to bringing us both together.  Additionally, it allows us an opportunity to talk about our day.

References

Santrock, J. (1998). Child development (8th ed.). United States of America: McGraw – Hill Companies.