Jonathan Wai
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Associate Professor
Also affiliated: Claremont McKenna College (2004); Boeing (United States) (1982–1989); Albert Einstein College of Medicine (2016); Montefiore Medical Center (2016–2019); New York State Department of State (2026); Harvard University (2023); Duke University (2010–2017); Vanderbilt University (2007–2009); University of Washington (2024); Cornell University (2023); University of Cambridge (2023); Columbia University Irving Medical Center (2019–2026); Arkansas Department of Education (2018–2026); New York Psychoanalytic Society and Institute (2021–2024); Autism & Developmental Medicine Institute (2018–2023); New York State Office of Mental Health (2019); Self Regional Healthcare (2024); Policy Analysis (United States) (2023); Montefiore Hospital (2016); Institute for Advanced Study in Toulouse (2023); Harvard Global Health Institute (2023); New York State Psychiatric Institute (2019–2024); Geisinger Health System (2018–2020); Case Western Reserve University (2018–2023); University at Buffalo, State University of New York (2012); Carnegie Mellon University (2023); Columbia University (2019–2024)
Faculty Researcher
Research Areas
Biomedical Subjects
Links
Biography and Research Information
OverviewAI-generated summary
Jonathan Wai's research investigates the intersection of cognitive abilities, educational attainment, and life outcomes, particularly within the context of gifted individuals and student populations. His work has explored the complex relationships between high cognitive aptitude and various life trajectories, including career success and the potential drawbacks of exceptional intelligence. Wai has also examined specific cognitive styles, such as spatial and object visualization, and their validation across large sample sizes.
In addition to cognitive studies, Wai's research extends to public health, with a focus on substance abuse treatment. He has investigated the effectiveness of different treatment regimens for opioid use disorder, including studies on methadone, buprenorphine, and naltrexone induction. His work also touches upon science communication within psychology, aiming to improve how scientific knowledge is conveyed to broader audiences. Wai's scholarship metrics include an h-index of 25, with over 152 publications and 4,476 citations. He has collaborated with researchers at the University of Arkansas at Fayetteville, including Fabio Andrés Parra-Martínez, Sarah C. McKenzie, and Robert Maranto.
Metrics
- h-index: 25
- Publications: 152
- Citations: 4,540
Selected Publications
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Introduction to the Special Issue on Broadening Our View by Applying Research From Outside the Field to Gifted Education (2026)
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Universal Screening in Practice: A Comparative Study of the CogAT and ACT Aspire for Gifted Identification (2026)
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Quantile Regression of Cognitive Ability and Achievement Inequality Before and After the Pandemic in One State (2026)
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The effects of grading equity professional development on student outcomes (2025)
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The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices (2025)
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Gifted Students’ Later Outcomes: College-Going Rates and Selectivity (2025)
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The Importance of Identifying Spatial Skills in Talented Students (2024)
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Spatial Thinking Across the Curriculum: Fruitfully Combining Research and Practice (2024)
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Method considerations for school psychology from longitudinal research on gifted students (2023)
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Does Psychology’s Progressive Ideology Affect Its Undergraduates? A National Test (2023)
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Talent identification research: a bibliometric study from multidisciplinary and global perspectives (2023)
Collaboration Network
Top Collaborators
- Developing Student Aptitudes as an Important Goal of Education
- Spatial Thinking Across the Curriculum: Fruitfully Combining Research and Practice
- The Importance of Identifying Spatial Skills in Talented Students
- Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas
- Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary
- Distributions of academic math-verbal tilt and overall academic skill of students specializing in different fields: A study of 1.6 million graduate record examination test takers
- Initial vs. Retest GRE Performance a Study of Half a Million Graduate Record Examination Test Takers
- Talent identification research: a bibliometric study from multidisciplinary and global perspectives
- The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices
- The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices
- Does Psychology’s Progressive Ideology Affect Its Undergraduates? A National Test
- Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems
- Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas
- Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas
- Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas
- Distributions of academic math-verbal tilt and overall academic skill of students specializing in different fields: A study of 1.6 million graduate record examination test takers
- Does Psychology’s Progressive Ideology Affect Its Undergraduates? A National Test
- Does Psychology’s Progressive Ideology Affect Its Undergraduates? A National Test
- Spatial Thinking Across the Curriculum: Fruitfully Combining Research and Practice
- Spatial Thinking Across the Curriculum: Fruitfully Combining Research and Practice
- Spatial Thinking Across the Curriculum: Fruitfully Combining Research and Practice
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