Why Can’t We See What Is There To Be Seen?

Why Can’t We See What Is There To Be Seen?

People often think of perception as a passive process. We gather information, build reports, and create visualizations, yet we frequently overlook the obvious insights that lie before us. However, perception is an active process; it constructs rather than merely records "reality. "What we perceive and how readily we perceive it are significantly influenced by our past experiences, education, cultural values, and role requirements. Numerous studies have demonstrated that the information obtained by an observer heavily depends on their own assumptions and preconceptions. For instance, in an experiment where participants were shown playing cards with unusual colors (red clubs and black hearts), most failed to notice these discrepancies because their perception was shaped by their expectations.Similarly, business analysts often notice what aligns with their expectations while ignoring or distorting data that contradicts their preconceived notions. Expectations arise from various sources, including past experiences, professional training, and cultural norms. These influences predispose analysts to focus on specific types of information and interpret it in particular ways.The context in which perception occurs also plays a crucial role. For example, individuals are more attuned to hearing footsteps behind them when walking in a dark alley than on a busy street during the day. This principle applies to business analysts as well, who may be particularly alert to indicators of potential conflict or opportunity based on their context.


Mental frameworks, or mindsets, act as lenses through which we perceive the world. They form quickly but are resistant to change. New information is often assimilated into existing mental images, making gradual changes go unnoticed. Interestingly, a fresh perspective can sometimes yield insights that experienced analysts might overlook due to their entrenched views.The tendency to perceive what we expect is more significant than the tendency to perceive what we want. This means that even when we strive for objectivity, our preconceptions can heavily influence our analysis. Analysts do not achieve objectivity by avoiding preconceived notions; rather, they must make their assumptions explicit so that they can be challenged and examined.One of the most critical characteristics of mindsets is their quick formation and resistance to change. Initial exposure to ambiguous stimuli can interfere with accurate perception, even when clearer information becomes available. For example, individuals exposed to blurred images initially may struggle to identify them when they become clearer. This phenomenon illustrates that once a perception is formed, it tends to persist, making it challenging to adapt to new data.


According to a study published by the American Psychological Association, nearly 70% of decision-makers rely heavily on their past experiences when interpreting data, which can lead to confirmation bias. This bias can cause analysts to overlook critical information that contradicts their established beliefs.Research in cognitive psychology suggests that over 90% of our decision-making processes occur subconsciously, influenced by our mental frameworks. This indicates that to enhance data analysis in business, organizations must actively work to challenge existing mindsets and encourage a culture of open-mindedness and continuous learning.

  • 70% of decision-makers rely on past experiences, leading to confirmation bias.
  • 90% of decision-making processes occur subconsciously, influenced by mental frameworks.
  • Studies indicate that the unconscious mind can be a more effective decision-maker than the conscious mind, particularly in complex situations with multiple variables.

For example, research by Ap Dijksterhuis has shown that when faced with complex decisions, individuals who allow their unconscious thought processes to guide them often make better choices than those who engage in extensive conscious deliberation. In his experiments, participants who were distracted before making a decision performed better than those who were instructed to think carefully about their options.


Understanding the nature of perception has significant implications for data analysis in business:

  1. Analysts often deal with ambiguous situations, making their preconceptions more influential than in other fields.
  2. Data analysis is typically conducted incrementally, which complicates the reassessment of previous assumptions.
  3. Analysts face pressure for quick conclusions, often before sufficient information is available for well-grounded judgments.

To mitigate these effects, it is essential to:

  • Clearly delineate assumptions and chains of inference in analytical reports.
  • Periodically re-examine key problems from the ground up to avoid the pitfalls of incremental analysis.
  • Encourage diverse perspectives and interpretations.
  • Suspend final judgments until enough information has been gathered.

Recognizing the complexities of human perception can empower business analysts to draw conclusions based on data rather than biases. This requires continuous self-reflection and adaptation, ultimately providing a competitive edge in a rapidly changing environment.

Understanding the complexities of human perception can empower business analysts to draw conclusions based on data rather than biases. This requires continuous self-reflection and adaptation, ultimately providing a competitive edge in a rapidly changing environment. By fostering a culture that values diverse perspectives and encourages analysts to question their assumptions, businesses can improve their decision-making processes and drive better outcomes.

  1. MacArthur, R.H. and E.O. Wilson. 1967. The Theory of Island Biogeography. Princeton University Press, Princeton, N.J.
  2. Smith, E.A. 1949. Allelopathy in walnuts. American Journal of Botany 35: 1066-1071.
  3. Mirra, N. 2019. From Connected Learning to Connected Teaching: Reimagining Digital Literacy Pedagogy in English Teacher Education. English Education 51(3): 261–291.

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