When the learner learns a task automatically, without any desire or purpose,…

Concept: Educational psychology classifies learning along two separate axes. One axis is intentionality: whether the learner consciously sets out with a goal to learn something (intentional learning), or the learner picks up a task/skill automatically, without any awareness, desire, or deliberate purpose to learn it (incidental learning). A second, unrelated axis is how practice/material is organised — for example massed learning (practising continuously, in one stretch, without rest intervals) and whole vs part learning (whether the entire task is mastered as one single unit, or broken into segments that are learnt separately and then combined).

Application: The stem's phrase "learns a task automatically, without any desire or purpose" is exactly the intentionality criterion above — it says nothing about how the practice is scheduled or how the material is divided. That places the described process under the unintentional-acquisition category, i.e. incidental learning.

Cross-check by contrast:

• Massed learning describes WHEN practice happens — one continuous session without breaks, as opposed to spaced-out sessions — not whether the learner intended to learn.

• Whole learning describes how the material is organised — the complete task is taken up and mastered as a single unit — not the learner's intent.

• Part learning also describes how the material is organised — it is split into smaller segments, each mastered separately before being combined — again unrelated to intent.

Since none of the practice-scheduling or material-organising terms address absence of desire/purpose, the option matching that specific criterion is the answer.