The SAGE Handbook of Social Cognition is a landmark volume. Edited by two of the field's most eminent academics and supported by a distinguished global advisory board, the 56 authors - each an expert in their own chapter topic - provide authoritative and thought-provoking overviews of this fascinating territory of research. Not since the early 1990s has a Handbook been published in this field, now, Fiske and Macrae have provided a timely and seminal benchmark; a state of the art overview that will benefit advanced students and academics not just within social psychology but beyond these borders too. Following an introductory look at the 'uniqueness of social cognition', the Handbook goes on to explore basic and underlying processes of social cognition, from implicit social cognition and consciousness and meta-cognition to judgment and decision-making. Also, the wide-ranging applications of social cognition research in 'the real world' from the burgeoning and relatively recent fields of social cognitive development and social cognitive aging to the social cognition of relationships are investigated. Finally, there is a critical and exciting exploration of the future directions in this field. The SAGE Handbook of Social Cognition will be an indispensable volume for any advanced student or academic wanting or needing to understand the landscape of social cognition research in the 21st century.

Why do we respond to others-both to their physical appearances and to their personalities? What are the social influences on face perception? Current research perspectives on physical appearance by distinguished behavioral scientists from around the world were brought together in a special issue of Current Psychology and are offered here in a useful compendium. Chapters and contributors include: "Assessing the State of Organizational Safety-Culture or Climate?" Kathryn J. Mearns and Rhona Flin; "Why Did It Happen to Me? Social Cognition Processes in Adjustment and Recovery from Criminal Victimization and Illness" by Malcolm D. MacLeod; "What's in a Name, What's in a Place? The Role of Verbal Labels in Distinct Cognitive Tasks" by J.B. Deegowski, D.M. Parker, and P. George; "On Disregarding Deviants: Exemplar Typicality and Person Perception" by C. Neil Macrae, Galen V. Bodenhausen, Alan B. Milne, and Luigi Castelli; "Mood in Chronic Disease: Questioning the Answers" by Marie Johnston; "The Emotional Impact of Faces (but not Names): Face Specific Changes in Skin Conductance Responses to Familiar and Unfamiliar People" by Hadyn D. Ellis, Angela H. Quayle, and Andrew W. Young; "Average Faces are Average Faces" by Jim Pollard, John Shepard, and Jean Shepard; "Computer Graphic Studies of the Role of Facial Similarity in Judgments of Attractiveness" by I.S. Penton-Voak, D.I. Perrett, and J.W. Peirce; "One Extreme or the Other, or Perhaps the Golden Mean? Issues of Spatial Resolution in Face Processing" by Dennis M. Parker and Nicholas P. Costen; "The Impact of Character Attribution on Composite Production: A Real World Effect?" by Graham Davies and Heidi Oldman; "Repetition Priming of Face Gender Judgments: An Instance Based Explanation" by Dennis C. Hay. Validation in Psychology will benefit students, researchers, and practitioners of psychology, criminology, sociology, and experts in organizational behavior who are concerned with the impact of physical appearance on health psychology, crime, organizational safety, and above all, person perception.

Why do we respond to others-both to their physical appearances and to their personalities? What are the social influences on face perception? Current research perspectives on physical appearance by distinguished behavioral scientists from around the world were brought together in a special issue of Current Psychology and are offered here in a useful compendium.

Chapters and contributors include: "Assessing the State of Organizational Safety-Culture or Climate?" Kathryn J. Mearns and Rhona Flin; "Why Did It Happen to Me? Social Cognition Processes in Adjustment and Recovery from Criminal Victimization and Illness" by Malcolm D. MacLeod; "What's in a Name, What's in a Place? The Role of Verbal Labels in Distinct Cognitive Tasks" by J.B. Deegowski, D.M. Parker, and P. George; "On Disregarding Deviants: Exemplar Typicality and Person Perception" by C. Neil Macrae, Galen V. Bodenhausen, Alan B. Milne, and Luigi Castelli; "Mood in Chronic Disease: Questioning the Answers" by Marie Johnston; "The Emotional Impact of Faces (but not Names): Face Specific Changes in Skin Conductance Responses to Familiar and Unfamiliar People" by Hadyn D. Ellis, Angela H. Quayle, and Andrew W. Young; "Average Faces are Average Faces" by Jim Pollard, John Shepard, and Jean Shepard; "Computer Graphic Studies of the Role of Facial Similarity in Judgments of Attractiveness" by I.S. Penton-Voak, D.I. Perrett, and J.W. Peirce; "One Extreme or the Other, or Perhaps the Golden Mean? Issues of Spatial Resolution in Face Processing" by Dennis M. Parker and Nicholas P. Costen; "The Impact of Character Attribution on Composite Production: A Real World Effect?" by Graham Davies and Heidi Oldman; "Repetition Priming of Face Gender Judgments: An Instance Based Explanation" by Dennis C. Hay.

Validation in Psychology will benefit students, researchers, and practitioners of psychology, criminology, sociology, and experts in organizational behavior who are concerned with the impact of physical appearance on health psychology, crime, organizational safety, and above all, person perception.

How to Teach Fiction Writing at Key Stage 3 is a practical manual to help teachers of 11-14 year-olds to develop effective modeling and scaffolding strategies for the teaching of narrative writing. Using a step-by-step approach, based on the 'word/sentence/text level' convention, the book shows how teachers can help pupils to build work in various genres and to move out from these to more complex writing. Each section has a workshop approach that leads into a narrative writing activity, giving pupils the chance to complete a fully realized piece of work at the end each time. The workshops focus on genre features, the craft of the writer, and specific year-related needs (taken from the KS3 Framework). The book has a clear progression through KS3, and extension and support activities for the most and least able pupils are provided as an integral part of each section.

"How to Teach Fiction Writing at Key Stage 3 is a practical manual to help teachers of 11-14 year-olds to develop effective modeling and scaffolding strategies for the teaching of narrative writing. Using a step-by-step approach, based on the 'word/sentence/text level' convention, the book shows how teachers can help pupils to build work in various genres and to move out from these to more complex writing. Each section has a workshop approach that leads into a narrative writing activity, giving pupils the chance to complete a fully realized piece of work at the end each time.
The workshops focus on genre features, the craft of the writer, and specific year-related needs (taken from the KS3 Framework).
The book has a clear progression through KS3, and extension and support activities for the most and least able pupils are provided as an integral part of each section.

Where do stereotypes come from? How accurate are they, and how do they affect interpersonal and intergroup relations? Can stereotypes be changed? Stereotypes structured sets of beliefs about the characteristics of members of social categories influence how people attend to, encode, represent, and retrieve information about others, and how they judge and respond to them. A comprehensive overview of contemporary research, this volume highlights important approaches that have considerably expanded our understanding of stereotyping in recent years. Integrating cognitive, motivational, emotional, and linguistic perspectives, "Stereotypes and Stereotyping" demonstrates the diversity and richness of the field today and illuminates new directions for future research.