Because high valyrian was once the language of a wide empire, and because it is now a learned language (that is, it is no longer anyone's native language, with the possible exception of the targaryens), the pronunciation varies a good deal from region to region.What cognitive factors are involved in learning it is likely that many of the inhabitants of the free cities and slaver's bay pronounce high valyrian very similarly to their native form of low valyrian.What cognitive factors are involved in learning as a result, the pronunciations given below are only ideals, not absolutes, and even then they are often quite broad (e.G. The pronunciation given for j).What cognitive factors are involved in learning

Like all languages, high valyrian contains loan words from other languages that might not fit into the language properly if not altered to do so.What cognitive factors are involved in learning A word might not fit into the declension patterns of high valyrian and are declined according to a special declension for foreign words and it usually contains some sounds not native to valyrian speakers that are reduced to ones native if the speaker is unable to pronounce them or doesn't want to for reasons of not creating phonological inconcistencies.What cognitive factors are involved in learning so digraphs to express foreign sounds and their rendered pronunciation:

• [θ] and [x ~ χ] are in parentheses because they occur only in words of foreign origin.What cognitive factors are involved in learning as foreign sounds, they may not always be pronounced as they ideally should be. For instance, some speakers might pronounce thoros as [ˈθoros], but others might just say [ˈtoros] or possibly even [ˈsoros].What cognitive factors are involved in learning likewise, some might pronounce arakh [aˈɾax] or [aˈɾaχ], some [aˈɾah], some might even say [aˈɾaɣ] or [aˈɾaʁ].

High valyrian diphthongs can divided into two categories: "falling" diphthongs (which end with e or o), and "rising" or "on-glide" diphthongs (which begin with i or u). [6] falling diphthongs have a more official status in the language: when the word "diphthong" is used without qualification, it usually refers to falling diphthongs.What cognitive factors are involved in learning the on-glides in rising diphthongs never count as consonants.

Occasionally, two vowels will occur in a row, without forming a diphthong. These should be pronounced as two separate vowels.What cognitive factors are involved in learning the most common of these are aē [a.Eː] and aō [a.Oː], which are never pronounced as diphthongs. It is also possible, but very rare, for two vowels that could have formed a diphthongs are pronounced as two separate vowels instead.What cognitive factors are involved in learning the only known example of this, so far, is daor "not," which may be pronounced either as one syllable ([dao̯r]) or two ([da.ˈor]).What cognitive factors are involved in learning

All imperative verbs are accented on the last syllable, no matter the composition of the syllables (e.G. Kelītī́s "halt!"). The same is true of words in which the final vowel is lengthened for coordination (e.G.What cognitive factors are involved in learning pérzys ānogā́r "fire and blood"). [7] for all other native words, the accent is based on the "weight" (heavy or light) of the second-to-last syllable (which is called the " penult"), and the third-to-last syllable (called the " antepenult"):

what cognitive factors are involved in learning

• ↑ this opens the oppurtunity for interesting hypotheses. The dragon's name vhagar would actually have original pronunciation "fagar", when it shouldn't contain sounds not present in the language, since vhagar was the name of an ancient valyrian god.What cognitive factors are involved in learning or again so it was the name and its pronunciation before the doom, being crystallised, while the language evolved within 300 years to eradicate the sound"f".What cognitive factors are involved in learning

• ↑ "rising" and "falling" are standard terms to distinguish between these two types of diphthong. The idea is that one of the vowels is the main nucleus of the diphthong (high), while another one is reduced to a sort of glide (low).What cognitive factors are involved in learning do not confuse this with the unrelated (but similarly termed) concepts of vowel height (indeed, it is usually the opposite) or tone.