Archive of all online content


Volume 18 Issue 4 (2022)

Job-Related Affective Well-Being in Emergency Medical Dispatchers: The Role of Workload, Job Autonomy, and Performance Feedback

pp. 243-250
First published on 27 December 2022 | DOI:10.5709/acp-0368-x
Mariola Laguna, Beata Chilimoniuk, Ewelina Purc, Kinga Kulczycka
Corresponding author:

Ewelina Purc, The John Paul II Catholic University of Lublin, Institute of Psychology, Al. Raclawickie 14, 20-950 Lublin, Poland.


Laguna, M., Chilimoniuk, B., Purc, E., & Kulczycka, K. (2022). Job-related affective well-being in emergency medical dispatchers: The role of workload, job autonomy, and performance feedback. Advances in Cognitive Psychology, 18(4), 243-250.

Protecting affective well-being is especially important for employees working in stressful settings. Building on the job characteristics model and the job demands–resources model, we analyzed the role of job demands and resources in predicting job-related affective well-being of emergency medical dispatchers (EMDs). We concentrated on quantitative workload as an important job demand, and job autonomy and performance feedback as job resources. We also tested the buffering effect of job resources on the relationship between job demands and job-related affective well-being. A sample of 335 EMDs from different Polish emergency dispatch centers, matching the population of EMDs in Poland, filled in a set of questionnaires. We applied multiple regression analysis to test the effects of job demands and resources on job-related affective well-being. We analyzed the interaction effects using the PROCESS macro. The results demonstrated that the higher the EMDs’ workload, the lower their job-related affective well-being. The opposite effect occurred for job resources: the higher the job autonomy and performance feedback, the higher the EMDs’ affective well-being. However, although these job resources are related positively to job-related affective well-being, they do not reduce the negative effect of quantitative workload. Efforts aimed at designing the work of medical emergency centers such that they offer EMDs access to feedback from managers and colleagues and autonomy at work, together with reducing their job overload are likely to facilitate job-related affective well-being in EMDs. Experiences of high workload are not easily balanced by access to more job resources.

Keywords: affective well-being, job demands and resources, job autonomy, performance feedback, quantitative workload

Emotion Recognition in Children With Autism Spectrum Disorder. Does Level of Sensory Responsiveness Matter?

pp. 251-256
First published on 3 January 2023 | DOI:10.5709/acp-0370-z
Karolina Krzysztofik
Corresponding author:

Karolina Krzysztofik, John Paul II Catholic University of Lublin, Department of Psychology of Occupation, Organization and Psychosocial Rehabilitation, Faculty of Social Science, Al. Racławickie 14, 20-950 Lublin, Poland


Krzysztofik, K. (2023). Emotion recognition in children autism spectrum disorder. Does level of sensory responsiveness matter? Advances in Cognitive Psychology, 18(4), 251-256.

Current research reveals an important role of cognitive strategies in the development of the ability to recognize emotions in persons with autism spectrum disorder (ASD). Therefore, a closer look at the relationship between emotion recognition deficits in that group and the underlying sensory integration processes may prove relevant for explaining the origins of this deficit. In order to verify the existence and scope of the relationship between emotion recognition and the level of sensory responsiveness in children with ASD, a study was carried out among a group of 63 children with an ASD diagnosis, aged between 3 years and 7 months to 9 years and 3, months using the Emotion Recognition subscale from the Theory of Mind Mechanism Scale and the Sensory Experiences Questionnaire. The obtained results revealed that only the level of sensory hyporesponsiveness was a predictor of the level of emotion recognition in the sample. Confirming the role of the level of sensory hyporesponsiveness in explaining the deficit in emotion recognition provides a better understanding of the genesis of this deficit. It also justifies the need to include sensory hyporesponsiveness therapy in the educational and rehabilitation process aimed at improving the children with ASD’s emotion recognition abilities.

Keywords: autism spectrum disorder, emotion recognition, sensory responsiveness, sensory hyporesponsiveness, middle childhood

Reading an Official Letter: The Impact of Emotions on Cognitive Processes and the Dynamics of Affective States

pp. 257-275
First published on 13 January 2023 | DOI:10.5709/acp-0369-y
Marta Jankowska, Kamil Imbir
Corresponding author:

Marta Jankowska, 5/7 Stawki, Warsaw, 00-183 Poland.


Jankowska, M., & Imbir, K. (2022). Reading an official letter: The impact of emotions on cognitive processes and the dynamics of affective states. Advances in Cognitive Psychology, 18(4), 257-275.

Emotions accompany us in our daily lives and affect even processing stimuli such as official letters, which require the involvement of systematic processing (Kahneman, 2011). In people without legal training, they evoke high levels of automatic emotions that promote heuristic processing (Imbir, 2016a). The results of our study shed a new light on understanding the phenomenon of linking cognitive processes and emotions and have potential application. A quantitative study was carried out using original official letters from different institutions and with different resolutions. The subjects (N = 560) were shown the document in stages to capture the dynamics of emotional response. The intensity of automatic and reflective emotions, level of arousal, and valence of emotions (SAM scale) were measured six times. Variables such as reading time or mood were also controlled. At different reading stages, statistically significant differences were observed in emotion intensity, valence, origin, and arousal level. There were numerous intergroup differences in the level of comprehension, which can be explained, among other things, by the influence of experienced emotions on the cognitive processes accompanying reading. The results confirm that emotions experienced during reading affect the cognitive processes necessary for proper comprehension. Differences in the intensity of emotions and the level of arousal at different stages of reading the official letter also contributed to the identification of components that can lead to comprehension problems.

Keywords: emotion, cognition, plain language, official letters, dual-system theory of emotion

Tasks financed by the Ministry of Science and Higher Education on the basis of the contract no. 801/P-DUN/2018 out of the funds designed for activities promoting science: Preparation and editing of English versions of articles, Financing foreign Editors-in-Chief, Dissemination of publications and increasing their accessibility to a broad range of readers, Creation of the XML conversion platform to improve the access to the articles (2018-2019). Advances in Cognitive Psychology is co-financed by the Ministry of Education and Science (Ministerstwo Edukacji i Nauki) under the program "Rozwój czasopism naukowych," RCN/SN/0494/2021/1.

Zadania finansowane w ramach umowy 801/P-DUN/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę: Finansowanie zagranicznych redaktorów naczelnych; Przygotowanie i edycja anglojęzycznych publikacji; Upowszechnianie publikacji i ułatwianie dostępu do nich szerokiemu gronu odbiorców; Utworzenie nowej platformy do udostępniania artykułów. Advances in Cognitive Psychology jest współfinansowane przez Ministerstwo Edukacji i Nauki w ramach programu "Rozwój czasopism naukowych," RCN/SN/0494/2021/1.