We investigated the effects of word length and frequency on eye movement control during Tibetan reading through two experiments. A preliminary experiment examined the predictive effect of word length and frequency on fixation duration and landing position using multiple linear regression analysis. In the formal experiment, we manipulated the length and frequency of target words simultaneously to investigate the effects of word length and frequency on fixation duration and landing position in Tibetan reading. In this study, we found that: (1) there were significant word-length and word-frequency effects affecting all lexical processing in Tibetan reading; (2) there are preferred viewing locations in Tibetan reading; specifically, for short words, it is the end, whereas for long words, it spans from the center to the beginning of the word; (3) word frequency does not affect preferred viewing location in Tibetan reading; (4) the preferred viewing position and the interaction of word length and viewing position found in this study supported the “strategy-tactics” approach.

Two eye-tracking experiments were used to investigate the mechanism of word satiation in Tibetan reading. The results revealed that, at a low repetition level, gaze duration and total fixation duration in the semantically unrelated condition were significantly longer than in the semantically related condition; at a medium repetition level, reaction time in the semantically related condition was significantly longer than in the semantically unrelated condition; at a high repetition level, the total fixation duration and reaction time in the semantically related condition were significantly longer than in the semantically unrelated condition. However, fixation duration and reaction time showed no significant difference between the similar and dissimilar orthography at any repetition level. These findings imply that there are semantic priming effects in Tibetan reading at a low repetition level, but semantic satiation effects at greater repetition levels, which occur in the late stage of lexical processing.

This study conducted two experiments to investigate the extraction of semantic preview information from the parafovea in Tibetan reading. In Experiment 1, a single-factor (preview type: identical vs. semantically related vs. unrelated) within-subject experimental design was used to investigate whether there is a parafoveal semantic preview effect (SPE) in Tibetan reading. Experiment 2 used a 2 (contextual constraint: high vs. low) × 3 (preview type: identical vs. semantically related vs. unrelated) within-subject experimental design to investigate the influence of contextual constraint on the parafoveal semantic preview effect in Tibetan reading. Supporting the E-Z reader model, the experimental results showed that in Tibetan reading, readers could not obtain semantic preview information from the parafovea, and contextual constraint did not influence this process. However, comparing high- and low-constrained contexts, the latter might be more conducive to extracting semantic preview information from the parafovea.

Interword spaces exist in the texts of many languages that use alphabetic writing systems. In most cases, interword spaces, as a kind of word boundary information, play an important role in the reading process of readers. Tibetan also uses alphabetic writing, its text has no spaces between words as word boundary markers. Instead, there are intersyllable tshegs (“ ”), which are superscript dots. Interword spaces play an important role in reading as word boundary information. Therefore, it is interesting to investigate the role of tshegs and what effect replacing tshegs with spaces will have on Tibetan reading. To answer these questions, Experiment 1 was conducted in which 72 Tibetan undergraduates read three-syllable-boundary conditions (normal, spaced, and untsheged). However, in Experiment 1, because we performed the experimental operations of deleting tshegs and replacing tshegs, the spatial information distribution of Tibetan sentences under different operating conditions was different, which may have a certain potential impact on the experimental results. To rule out the underlying confounding factor, in Experiment 2, 58 undergraduates read sentences for both untsheged and alternating-color conditions. Overall, the global and local analyses revealed that tshegs, spaces, and alternating-color markers as syllable boundaries can help readers segment syllables in Tibetan reading. In Tibetan reading, both spaces and tshegs are effective visual syllable segmentation cues, and spaces are more effective visual syllable segmentation cues than tshegs.