This document, Part II of a two-part study, is the summary chapter of a report which sought to ascertain the relationship of grade level, achievement level, sex, and method of presentation to the various bases by which children classify geometric concepts. Two tasks, administered consecutively to 96 subjects in grades five, eight, and eleven, consisted of the sequential presentation of an array of eight geometric concept cards (Task I), and a 26-item picture array of geometric concept instances presented simultaneously (Task II). The summary and implications of the research are presented in this volume, along with appendices which pertain to: materials; instructions to students; initial response data for Task I and Task II; and means and standard deviations for total response analyses of Task I and Task II. A reference list is also included. For the first portion of the report, see CG 006 140. (Author/CJ)