Vision-Language Models Are Not Pragmatically Competent in Referring Expression Generation

Referring Expression Generation (REG) is a core task for evaluating the pragmatic competence of vision-language systems, requiring not only accurate semantic grounding but also adherence to principles of cooperative communication (Grice, 1975). However, current evaluations of vision-language models (VLMs) often overlook the pragmatic dimension, reducing REG to a region-based captioning task and neglecting Gricean maxims. In this work, we revisit REG from a pragmatic perspective, introducing a new dataset (RefOI) of 1.5k images annotated with both written and spoken referring expressions. Through a systematic evaluation of state-of-the-art VLMs, we identify three key failures of pragmatic competence: (1) failure to uniquely identify the referent, (2) inclusion of excessive or irrelevant information, and (3) misalignment with human pragmatic preference, such as the underuse of minimal spatial cues. We also show that standard automatic evaluations fail to capture these pragmatic violations, reinforcing superficial cues rather than genuine referential success. Our findings call for a renewed focus on pragmatically informed models and evaluation frameworks that align with real human communication.

CogDevelop2K: Reversed Cognitive Development in Multimodal Large Language Models

Are Multi-modal Large Language Models (MLLMs) stochastic parrots? Do they genuinely understand and are capable of performing the tasks they excel at? This paper aims to explore the fundamental basis of MLLMs, i.e. core cognitive abilities that human intelligence builds upon to perceive, comprehend, and reason. To this end, we propose CogDevelop2K, a comprehensive benchmark that spans 12 sub-concepts from fundamental knowledge like object permanence and boundary to advanced reasoning like intentionality understanding, structured via the developmental trajectory of a human mind. We evaluate 46 MLLMs on our benchmarks. Comprehensively, we further evaluate the influence of evaluation strategies and prompting techniques. Surprisingly, we observe a reversed cognitive developmental trajectory compared to humans.