Adolescents (noun) refers to individuals in the transitional stage between childhood and adulthood, typically ages roughly 10 to 19. The term emphasizes developmental changes—physical, cognitive, and social—that occur during puberty, as well as the social groups and experiences common to this life phase.
"The school counselor spoke about programs for adolescents and their families."
"Adolescents often experiment with independence while still needing guidance."
"Researchers tracked how adolescents adapt to peer pressure and new responsibilities."
"Media portrayals of adolescents can influence expectations about maturity and behavior."
Adolescents derives from Latin adolescentia, from adolescere ‘to grow up, to grow toward maturity,’ from ad- ‘toward’ + crescere ‘to grow.’ The term entered English via late Latin and Old French, with the sense refined in the 18th–19th centuries to denote the period of life between childhood and full adulthood. The root adolescent- reflects growth (crescere) toward maturity, capturing both physical and psychosocial development. Historically, the concept of adolescence as a distinct life stage emerged in modern Western thought in the 19th century, paralleling changes in education systems and the increased recognition of teenage experiences as unique from childhood and adulthood. First known uses include descriptions in medical and educational literature that frame adolescence as a transitional period with specific needs, challenges, and opportunities for growth. Over time, the term has broadened to encompass cultural, developmental, and social dimensions of teenage years, including schooling, peer relationships, identity formation, and emerging independence. In contemporary use, adolescents is a plural noun targeted at groups of individuals within this developmental window, commonly studied in psychology, sociology, and education.
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Words that rhyme with "Adolescents"
-ces sounds
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Pronounce as /ˌæ.dəˈles.ənts/ in US and UK; main stress on the third syllable 'les'. Start with /æ/ as in 'cat', then a schwa in the second syllable, glide into /ˈles/ with an /l/ followed by /ɛ/ or /e/ depending on pace, and finish with /ənts/ where /ə/ is a quick schwa and /nts/ is a clear consonant cluster. Audio references include common pronunciation tutorials and dictionary audio for confirmation.
Common errors include stressing the wrong syllable (putting primary stress on the first or second syllable rather than the third), pronouncing the second syllable as a full /o/ or /oʊ/ instead of a reduced /ə/; and conflating the final /nts/ with /nts/ as a single nasal stop. Correction: keep secondary stress on the first syllable and ensure the second syllable is a quick /ə/; articulate /lɛ/ as a single syllable, then finish with a crisp /nts/ avoiding vowel coloration in the ending.
In US, UK, and AU, the overall rhythm is similar, but rhoticity and vowel quality differ. US and AU typically maintain /ɹ/ in rhotic environments; UK often less rhotic in some accents but commonly produced in careful speech. The third syllable /ˈles/ can sound slightly /leɪz/ in some regional English, while the final /ənts/ remains a quick, reduced ending. The first /æ/ is generally consistent, though some British accents may have a slightly higher front vowel. IPA guides help confirm the nuances.
Difficulties stem from the multi-syllabic rhythm and the consonant cluster at the end (/nts/), which can cause a trailing sound or a swallowed /t/. The mid syllables rely on a reduced vowel /ə/ that listeners may miss in fast speech. Additionally, the shift from /d/ to /l/ and the stress placement can be misapplied if the word is spoken in haste. Practicing with IPA and slow articulation helps solidify the correct pattern.
Is the letter 'd' in adolescent- rooted forms pronounced as a clear /d/ or slightly softened in connected speech? In careful pronunciation, you pronounce /d/ clearly between /æ/ and /ə/, so you hear /æ.dəˈles.ənts/. In rapid speech, it can soften to a lighter /d̥/ or even a brief pause, but in careful, standard pronunciation you maintain a distinct /d/ to preserve the word’s syllable integrity.
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