An examination of research on expertise reveals potential gaps in current conceptualizations. Examinations of expertise often involve problems in ill-structured domains, which require abstract problem solving. Thus, conceptualizations of expertise are characterized by the use of relatively advanced, abstract problem-solving skills. Problems in well-structured domains are often overlooked in examinations of expertise. This dissertation proposes a framework for expertise that describes expert-like performance from a problem-solving perspective, incorporating individual differences (e.g., learning styles, thinking styles) and problem structure. Specifically, aspects of consumer information (i.e., information format, information diagnosticity, and analogy distance) will be examined as ways in which information can be concretized, which in turn, lead to more well-structured problems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]