接口假说认为学习者理解外接口比理解内接口／狭义句法更为困难，本文通过分析西班牙语心理谓词属性的实证数据评价其可适性。本文的发现与接口假说同一结构类目标语用知识先于句法感知的观点并不一致，建议使用双语习得综合模式通过一系列因素（即形式复杂性、L1-L2参数映射、加工资源和基本语言数据）的交互作用解释非本族语偏移。这一更清晰模型不仅可解释实验范式，也可更全面解读错综复杂的习得过程。

The Interface Hypothesis claims that external interfaces are more problematic for learners than internal interfaces/narrow syntax. By analyzing the empirical data from Spanish psych-predicate properties, this article assesses the adequacy of IH. Because the current findings are inconsistent with the IH that target-like pragmatics knowledge can precede syntactic awareness of the same construction, the author suggests the use of Integrative Model of Bilingual Acquisition, which accounts for non-native divergence by resorting to the interplay of a series of factors (i.e. formal complexity, L1-L2 parameter mapping, processing resources, and PLD). This more articulated model is not only able to account for the patterns in these experiments but also constitutes a more integrated explanation for the intricacies of the acquisition process.