Life Cycle of Multi Technology Machine Tools – Modularization and Integral Design

AbstractFor reasons of high flexibility but still maximum productivity, machine tools integrating various production technologies have recently received particular attention. Combining and integrating multiple manufacturing techniques into one single system in early stages of the product emergence process is challenging. To keep the effort for implementation to a minimum, an initiation already in the concept phase is being actively pursued. Design guidelines are currently investigated based on the examination of different technology combinations.This approach focuses on systematic conceptual design for such hybrid machine technologies. Product architectures are used to describe the modularity and create a specific delimitation for standardization. Reference product architectures for Multi Technology Machine Tools (MTMT) carry high potential for saving expenses in product development. The main emphasis is on technology and system integration. A technological similarity assessment of the single processes involved forms the basis of this approach to assure potential for synergies. Monetary aspects in early stages of product development are considered. Based on the analysis a generic system model is connected with general product architectures for MTMT.The method introduced is validated by a Multi-Technology Machining Centre with two simultaneously usable workspaces integrating a milling spindle and two laser processing units. The research undertaken is part of the Cluster of Excellence “Integrative Production Technology for High-Wage Countries” and has been funded by German Research Foundation (DFG)

Children's Divergent Thinking Improves When They Understand False Beliefs

This research utilized longitudinal and cross sectional methods to investigate the relation between the development of a representational theory of mind and children's growing ability to search their own minds for appropriate problem solutions. In the first experiment 59 pre-school children were given three false-belief tasks and a divergent thinking task. Those children who passed false-belief tasks produced significantly more items, as well as more original items, in response to divergent thinking questions than those children who failed. This significant association persisted even when chronological age, verbal and nonverbal general ability were partialed out. In a second study 20 children who failed the false-belief tasks in the first experiment were re-tested three months later. Again, those who now passed the false-belief tasks were significantly better at the divergent thinking task than those who continued to fail. The associations between measures of divergent thinking and understanding false-beliefs remained significant when controlling for the covariates. Earlier divergent thinking scores did not predict false-belief understanding three months later. Instead, children who passed false-belief tasks on the second measure improved significantly in relation to their own earlier performance and improved significantly more than children who continued to fail. False-belief task performance was significantly correlated to the amount of intra-individual improvement in divergent thinking even when age, verbal and nonverbal skills were partialed out. These findings suggest that developments in common underlying skills are responsible for the improvement in understanding other minds and searching one's own. Changes in representational and executive skills are discussed as potential causes for the improvement