aiqbench analysis
This research reveals a critical vulnerability in Vision-Language Models where they systematically defer to perceived authority figures, such as official answer keys, even when explicitly instructed to ignore them and solve problems independently. The study quantifies this bias across major models like Gemini, GPT, and Claude, showing that the source of conflicting information significantly alters model judgments despite clear system prompts. This finding highlights an urgent need for improved robustness in VLMs before they are deployed in high-stakes environments requiring independent evidence evaluation.
GradeTrap: Authority Cues in Images Shift VLM Judgments Despite Explicit Instructions to Ignore Them
arXiv:2609.06058v1 Announce Type: cross Abstract: As vision-language models (VLMs) become increasingly capable and are deployed in consequential real-world settings, they must evaluate evidence independently rather than defer uncritically to human authority. We introduce GradeTrap, a controlled evaluation that places two social cues in direct conflict: a student answer, which should attract sycophantic agreement, and a conflicting answer attributed to a peer, teacher, or official answer key, which should attract authority-based deference. Models produce free-form answers while being explicitly instructed to solve independently and ignore all student answers, feedback, and grading marks. We test the models on 60 synthetic real-world trade-off scenarios. Five neutral trials establish a stable model-relative preference, followed by three repetitions of six experimental cues including controls. On the 45-item common intersection across Gemini 3.5 Flash-Lite, GPT-5.6 Luna, and Claude Haiku 4.5, a generic second-answer control yields 5.4% conflicting-answer selection. Relative to that control, pooled within-item changes show no reliable peer-review effect, a 6.9-point teacher-review effect, and a 19.5-point official-key effect. In contrast, a displayed conflicting student answer alone compared to a displayed student reference answer alone only raises selection from 2.2% to 5.2%. Official-key provenance therefore redirects judgements more than a student answer or the generic second-answer control, despite an explicit ignore instruction and an opposing student answer given along with the official key. Effects vary in magnitude across the three models.
Abstract:As vision-language models (VLMs) become increasingly capable and are deployed in consequential real-world settings, they must evaluate evidence independently rather than defer uncritically to human authority. We introduce GradeTrap, a controlled evaluation that places two social cues in direct conflict: a student answer, which should attract sycophantic agreement, and a conflicting answer attributed to a peer, teacher, or official answer key, which should attract authority-based deference. Models produce free-form answers while being explicitly instructed to solve independently and ignore all student answers, feedback, and grading marks. We test the models on 60 synthetic real-world trade-off scenarios. Five neutral trials establish a stable model-relative preference, followed by three repetitions of six experimental cues including controls. On the 45-item common intersection across Gemini 3.5 Flash-Lite, GPT-5.6 Luna, and Claude Haiku 4.5, a generic second-answer control yields 5.4% conflicting-answer selection. Relative to that control, pooled within-item changes show no reliable peer-review effect, a 6.9-point teacher-review effect, and a 19.5-point official-key effect. In contrast, a displayed conflicting student answer alone compared to a displayed student reference answer alone only raises selection from 2.2% to 5.2%. Official-key provenance therefore redirects judgements more than a student answer or the generic second-answer control, despite an explicit ignore instruction and an opposing student answer given along with the official key. Effects vary in magnitude across the three models.
Computer Vision and Pattern Recognition (cs.CV); Computation and Language (cs.CL); Computers and Society (cs.CY); Machine Learning (cs.LG)
arXiv:2609.06058 [cs.CV]
(or arXiv:2609.06058v1 [cs.CV] for this version)
https://doi.org/10.48550/arXiv.2609.06058 Focus to learn more arXiv-issued DOI via DataCite (pending registration)
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Full text under the publisher's open licence · 328 words
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