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The retrospective review did not reveal significant findings to determine incidence of lymphedema following burn injury. The prospective study identified eight patients with a clinical diagnosis of lymphedema. Two of the eight subjects had a previous diagnosis of lymphedema prior to the burn injury. The six remaining subjects represent a prevalence of 1.0%. Specific tests and measures, Stemmer Sign, deepening of skin folds, and the lack of venous alterations, were found to be appropriate measures to diagnose lymphedema in the burn patient population. Specific burn characteristics, circumferential extremity involvement, and fascial excision, also identified burn patients who may be at risk for developing lymphedema. Lastly, the results of the 6-month re-evaluation confirmed the original diagnoses.

Combining consumer socialization and cognitive developmental research leads to indications of alternative family roles.Researchers interested in the study of television advertising's influence on children have tended to focus on two major areas. First are empirical studies of children's reactions to commercials. Second are broader studies focusing on the development of patterns of thinking and behaving which underlie consumer behavior, i.e., consumer socialization. These two research streams have been influenced by two seemingly diverse theoretical orientations: cognitive development theory and socialization theory. The purpose of this article is to indicate how these two perspectives can be combined into a cognitive developmental approach to socialization research.We initially adopted the general socialization perspective in our studies of children's consumer behavior (21,22). This perspective leads to investigation of three kinds of questions: (a) What knowledge, attitudes, and skills characterize behavior in a particular area, such as consumer behavior? (b) What are the impacts of various socializing agents, such as the family, advertising, etc., in the development of knowledge, attitudes, and skills? (c) What learning processes, i.e., direct teaching, modeling, reinforcement, etc., are involved?We were interested in all three types of questions since our major research question involved studying "the processes by which children acquire skills, knowledge, and attitudes relevant to their functioning as consumers in the marketplace" (22). However, we began our research focusing on the first