Viewpoint Invariance of Eye Size Illusion Caused by Eyeshadow

Eye size recognition of self and others among people with self-face dissatisfaction

Previous studies have shown that individuals visually recognize their eye size as larger than the actual. However, it is unclear whether this cognitive tendency occurs in people with high self-face dissatisfaction. Therefore, this study aimed to investigate whether the cognitive size of one's own and others' eyes differs according to the degree of self-face dissatisfaction. Participants comprised 32 college students (5 males, 27 females; age: 21.3 ± 2.11) who completed the Face Dissatisfaction Scale (FDS) and a face recognition memory task. The task was to choose whether their or their friends' eyes in the face photos with changed eye size were larger or smaller than their actual eye size. The cognitively equivalent eye size to the actual one was estimated from a psychophysical function. We conducted a correlation analysis of the total scores on the FDS and the point of subjective equality (PSE) of eye size. We found a high negative correlation between the FDS and the PSE of own eye size. There was also a high positive correlation between the FDS and the PSE for all others' faces. Thus, high self-face dissatisfaction is differentially associated with cognitive distortions of the face, depending on whether it is self or other.

Applying Computer Graphic Design Software in a Computer-Assisted Instruction Teaching Model of Makeup Design

Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experiment with various color designs, lines, and shading options before finalizing their makeup design. Thus, this study sought to employ such technology to improve upon conventional hand drawing practice techniques. The experiment was divided into a preliminary experiment and main experiment, where a two-stage questionnaire was conducted. In the preliminary experiment, the researchers compared the time required to complete the hand-drawn and computer-drawn makeup designs. The results revealed that the hand-drawn designs required almost double time than computer-drawn designs to complete. Additionally, time-lapse photography was taken during the computer drawing process; the photos were used to explain—to participants in a digital drawing group in the main experiment—the digital drawing makeup design procedures and the required operation time. The first stage of the main experiment comprised a brush selection experiment. The participants, 39 students from a cosmetology department, completed a Likert-scale questionnaire. They also performed item analysis to discuss and select drawing tools from a graphic design software, which met the requirements for makeup design pertaining to the eyebrow, eyeshadow, eyeliner, blush, nose contour, and lips. The software allowed the students to experiment with different colors in their design and immediately displays the results. In the second stage, an experiment on optimizing brush arrangements was performed by 10 experts, all of whom were teachers from the department of cosmetology, had at least 5 years of teaching experience, and had obtained a Level B (advanced level) Beauty Technician Certificate. Data from a Likert-scale questionnaire were analyzed and narrative analysis was conducted to determine the rating and evaluation priorities for standards pertaining to the eyebrows, eyeshadow, eyeliners, blush, nose contour, and lips. The requirement for design symmetry was achieved by using the mirror function of the software. This function was useful: it enabled students to complete their makeup design in approximately half the time. This study transformed the conventional learning method through interdisciplinary integration, established novel and innovative teaching models, and provides crucial insights into future research on improving teaching practice.