Social Psychology,Moral Character,and Moral Fallibility*

In recent years, there has been considerable debate in the literature concerning the existence of moral character. One lesson we should take away from these debates is that the concept of character, and the role it plays in guiding our actions, is far more complex than most of us initially took it to be. Just as Gilbert Harman, for example, makes a serious mistake in insisting, plain and simply, that there is no such thing as character, defenders of character also make a mistake to the extent that they imply there is no problem raised by the psychological literature for either the concept of character or the nature of character‐based ethics. My hope for this paper is to avoid both of these mistakes by first, exploring exactly what is the concept of character that is so firmly rooted in our philosophical and everyday thinking; and second, exploring the implications of the psychological literature for this appropriately understood concept of character. In so doing, I will come to a resolution that vindicates the existence of character, while at the same time calls attention to the real and serious problem suggested by the psychological evidence. This, we will see, is a problem of moral motivation.     

Putting laughter in context: Shared laughter as behavioral indicator of relationship well‐being

Laughter is a pervasive human behavior that most frequently happens in a social context. However, data linking the behavior of laughter with psychological or social outcomes are exceptionally rare. Here, the authors draw attention to shared laughter as a useful objective marker of relationship well‐being. Spontaneously generated laughs of 71 heterosexual romantic couples were coded from a videorecorded conversation about how the couple first met. Multilevel models revealed that while controlling for all other laughter present, the proportion of the conversation spent laughing simultaneously with the romantic partner was uniquely positively associated with global evaluations of relationship quality, closeness, and social support. Results are discussed with respect to methodological considerations and theoretical implications for relationships and behavioral research more broadly.     

Effects of relationship education on emerging adults' relationship beliefs and behaviors

In this multisite study, we used a randomized controlled trial to examine how a relationship education intervention affected emerging adults' maladaptive relationship beliefs, mutuality, relationship decision making, relationship quality, and psychological distress. In addition, we explored whether one intervention modality (i.e., facilitated group discussion) was more/less effective than another (i.e., self‐facilitated online) and whether there were differential effects for participants in a relationship. We found that the facilitated group evidenced a decline in maladaptive relationship beliefs and an improvement in deliberate decision making. Moreover, facilitated group participants in a relationship reported higher levels of mutuality. Contrary to our hypothesis, there were no changes in relationship quality or psychological distress. Implications for the content and delivery of relationship education for emerging adults are discussed.